II 

112TH CONGRESS 

1ST SESSION S. 1495 

To amend the school dropout prevention program in the Elementary and 

Secondary Education Act of 1965. 

IN THE SENATE OF THE UNITED STATES 

AUGUST 2, 2011 

Ms. MURKOWSKI introduced the following bill; which was read twice and 

referred to the Committee on Health, Education, Labor, and Pensions 

A BILL 

To amend the school dropout prevention program in the 

Elementary and Secondary Education Act of 1965. 

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 ‘‘Early Intervention for 

5 Graduation Success Authorization Act of 2011’’. 

6 SEC. 2. SCHOOL DROPOUT PREVENTION SHORT TITLE. 

7 Section 1801 of the Elementary and Secondary Edu8 cation Act of 1965 (20 U.S.C. 6551) is amended to read 

9 as follows: 


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1 ‘‘SEC. 1801. SHORT TITLE. 

2 ‘‘This part may be cited as the ‘Early Intervention 

3 for Graduation Success Act’.’’. 

4 SEC. 3. PURPOSE. 

5 Section 1802 of the Elementary and Secondary Edu6 cation Act of 1965 (20 U.S.C. 6552) is amended to read 

7 as follows: 

8 ‘‘SEC. 1802. PURPOSE. 

9 ‘‘It is the purpose of this part— 

10 ‘‘(1) to provide for effective strategies of early 

11 intervention for young children who have risk factors 

12 that are strongly associated with not graduating 

13 from high school; 

14 ‘‘(2) to improve States’, school districts’, early 

15 childhood education providers’, educators’, and com16 munities’ capacity to provide effective services to 

17 children with such risk factors; 

18 ‘‘(3) to prevent such risk factors from becoming 

19 intractable; and 

20 ‘‘(4) to facilitate high expectations for achieve21 ment among our Nation’s young children.’’. 

22 SEC. 4. AUTHORIZATION OF APPROPRIATIONS. 

23 Section 1803 of the Elementary and Secondary Edu24 cation Act of 1965 (20 U.S.C. 6553) is amended to read 

25 as follows: 


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1 ‘‘SEC. 1803. AUTHORIZATION OF APPROPRIATIONS. 

2 ‘‘For the purpose of carrying out this part, there are 

3 authorized to be appropriated $125,000,000 for fiscal year 

4 2012 and such sums as may be necessary for each of the 

5 5 succeeding fiscal years, of which— 

6 ‘‘(1) not more than 5 percent shall be available 

7 to carry out subpart 1 for each fiscal year; and 

8 ‘‘(2) not less than 95 percent shall be available 

9 to carry out subpart 2 for each fiscal year.’’. 

10 SEC. 5. DEFINITIONS. 

11 Part H of title I of the Elementary and Secondary 

12 Education Act of 1965 (20 U.S.C. 6551 et seq.) is amend13 ed by inserting after section 1803 the following: 

14 ‘‘SEC. 1804. DEFINITIONS. 

15 ‘‘In this part: 

16 ‘‘(1) EARLY CHILDHOOD EDUCATION PRO17 VIDER.—The term ‘early childhood education pro18 vider’ means— 

19 ‘‘(A) a program that provides for the care, 

20 development, and education of infants, toddlers, 

21 or young children ages 5 and younger that— 

22 ‘‘(i) meets all applicable State and 

23 local government licensing, certification, 

24 approval, and registration requirements; 

25 and 

26 ‘‘(ii) is operated by— 


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1 ‘‘(I) a program operated by a 

2 public school that is supported, spon3 sored, or administered by the local 

4 educational agency; 

5 ‘‘(II) a Head Start or Early 

6 Head Start agency that receives fi7 nancial assistance under the Head 

8 Start Act; 

9 ‘‘(III) a nonprofit or community10 based organization; or 

11 ‘‘(IV) a child care program that 

12 receives funding under the Child Care 

13 and Development Block Grant Act of 

14 1990; or 

15 ‘‘(B) a consortium of the providers de16 scribed in subparagraph (A). 

17 ‘‘(2) OUTCOMES DATA.—The term ‘outcomes 

18 data’ means— 

19 ‘‘(A) objective and developmentally appro20 priate measures, if valid, reliable, and available, 

21 of— 

22 ‘‘(i) kindergarten readiness; 

23 ‘‘(ii) reading and numeracy skills; 

24 ‘‘(iii) proficiency on State academic 

25 performance standards; 


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1 ‘‘(iv) attendance; 

2 ‘‘(v) discipline referrals; and 

3 ‘‘(vi) suspensions; and 

4 ‘‘(B) other such applicable measures of 

5 student success. 

6 ‘‘(3) POSTSECONDARY EDUCATION.—The term 

7 ‘postsecondary education’ means education and 

8 training provided by colleges or job training agencies 

9 to students who have graduated or aged out of pub10 lic K–12 education. 

11 ‘‘(4) QUALITY RATING AND IMPROVEMENT SYS12 TEM.—The term ‘quality rating and improvement 

13 system’ means a system of supporting and assessing 

14 the quality of early childhood education providers 

15 that builds on licensing requirements and other 

16 State regulatory standards for such providers that is 

17 designed to improve the quality of different types of 

18 early childhood education programs and that— 

19 ‘‘(A) has a series of levels or tiers leading 

20 to nationally recognized high-quality program 

21 standards for early childhood education pro22 grams; 

23 ‘‘(B) addresses staff qualifications, profes24 sional development, program standards, family 

25 engagement, and program environment; 


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1 ‘‘(C) provides financial and technical as2 sistance to programs to achieve and sustain 

3 higher levels of quality; and 

4 ‘‘(D) provides information to families and 

5 the public on the rating of programs that is ac6 cessible to all families. 

7 ‘‘(5) STATE.—The term ‘State’ means the State 

8 educational agency.’’. 

9 SEC. 6. NATIONAL ACTIVITIES. 

10 Section 1811(b) of the Elementary and Secondary 

11 Education Act of 1965 (20 U.S.C. 6555(b)) is amended— 

12 (1) in paragraph (1)(B), by striking ‘‘eligible 

13 schools’’ and inserting ‘‘States and partnerships of 

14 local educational agencies and early childhood edu15 cation providers’’; 

16 (2) in paragraph (2), by striking ‘‘eligible 

17 schools’’ and inserting ‘‘States and partnerships of 

18 local educational agencies and early childhood edu19 cation providers’’; 

20 (3) in paragraph (3)— 

21 (A) by striking ‘‘school’’ and inserting 

22 ‘‘State, local educational agency, or early child23 hood education provider’’; and 

24 (B) by striking ‘‘within the eligible school 

25 district or nationally’’ and inserting ‘‘ among 


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1 States, local educational agencies, and early 

2 childhood education providers’’; and 

3 (4) by striking paragraph (4). 

4 SEC. 7. SCHOOL DROPOUT PREVENTION INITIATIVE. 

5 Subpart 2 of part H of the Elementary and Sec6 ondary Education Act of 1965 (20 U.S.C. 6561 et seq.) 

7 is amended to read as follows: 

8 ‘‘Subpart 2—School Dropout Prevention Initiative 

9 ‘‘SEC. 1821. PROGRAM AUTHORIZED. 

10 ‘‘(a) IN GENERAL.— 

11 ‘‘(1) GRANTS AUTHORIZED.— 

12 ‘‘(A) IN GENERAL.—From the amount ap13 propriated under section 1803 for a fiscal year, 

14 the Secretary shall award grants, on a competi15 tive basis, to States to support activities as de16 scribed in this part. 

17 ‘‘(B) DURATION.—Grants awarded under 

18 this section shall be 5 years in duration. 

19 ‘‘(2) PRIORITY.—In awarding grants under this 

20 section, the Secretary shall give— 

21 ‘‘(A) priority to the 10 States that have 

22 the lowest averaged freshman graduation rates, 

23 as compiled by the National Center for Edu24 cation Statistics; and 


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1 ‘‘(B) additional priority, if applicable, to 

2 any such State that has 1 or more subgroup of 

3 students, as described in section 

4 1111(b)(2)(C)(v)(II), who have the lowest aver5 aged freshman graduation rate in the Nation. 

6 ‘‘(b) USE OF GRANT FUNDS.—Grant funds awarded 

7 under this subsection shall be used to fund effective, sus8 tainable, and coordinated school dropout prevention activi9 ties as described in section 1825. 

10 ‘‘SEC. 1822. APPLICATIONS. 

11 ‘‘(a) IN GENERAL.—To receive— 

12 ‘‘(1) a grant under this subpart, a State shall 

13 submit an application to the Secretary at such time, 

14 in such manner, and accompanied by such informa15 tion as the Secretary may reasonably require; and 

16 ‘‘(2) a subgrant under this subpart, a partner17 ship of a local educational agency or agencies and 

18 early childhood education provider or providers shall 

19 submit an application to the State at such time, in 

20 such manner, and accompanied by such information 

21 as the State may reasonably require. 

22 ‘‘(b) CONTENTS.—Each application submitted under 

23 subsection (a) shall— 

24 ‘‘(1) include a plan— 


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1 ‘‘(A) describing the applicant’s strategy for 

2 increasing the State educational agency or local 

3 educational agency’s averaged freshman grad4 uation rate in accordance with the activities de5 scribed in section 1825(b) and how the strate6 gies will serve the students who have risk fac7 tors for not graduating; 

8 ‘‘(B) that addresses how the purpose de9 scribed in section 1802 will be carried out by 

10 the applicant; and 

11 ‘‘(C) for assessing the effectiveness of the 

12 efforts described in the plan; 

13 ‘‘(2) describe a budget and timeline for imple14 menting the strategies; 

15 ‘‘(3) contain evidence of coordination with exist16 ing resources, including a State Advisory Council on 

17 Early Childhood Education and Care established 

18 pursuant to section 642B(b)(1)(A) of the Head 

19 Start Act (42 U.S.C. 9837b(b)(1)(A)) or a similar 

20 entity; 

21 ‘‘(4) describe how the applicant may use local, 

22 State, and other Federal funds for school dropout 

23 prevention and reentry programs, or, as appropriate, 

24 programs intended to increase students’ readiness 

25 for school or academic proficiency; 


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1 ‘‘(5) describe how the activities conform with 

2 evidence-based practices about school dropout pre3 vention; and 

4 ‘‘(6) provide an assurance that the grantee will 

5 maintain the privacy of student and family data. 

6 ‘‘(c) PARTNERSHIPS.—A partnership of a local edu7 cational agency and an early childhood education provider 

8 (or multiple such agencies or providers) that desires to re9 ceive a subgrant under this subpart shall include in its 

10 application information on the identity of the partner that 

11 will be the fiscal agent and what percentage of subgrant 

12 funds will be provided to each member of the partnership 

13 to collaborate in planning and providing services to at-risk 

14 students with the following entities, as appropriate: 

15 ‘‘(1) Community and cultural organizations. 

16 ‘‘(2) Relevant tribes and tribal organizations. 

17 ‘‘(3) Institutions of higher education (including 

18 Tribal Colleges and Universities) and job training 

19 providers. 

20 ‘‘(4) Parent organizations. 

21 ‘‘(5) Social services organizations. 

22 ‘‘(6) Organizations that provide service learn23 ing, tutoring, mentoring, and other supportive serv24 ices to youth. 

25 ‘‘(7) Homeless and foster youth advocates. 


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1 ‘‘(8) Advocates for students with disabilities. 

2 ‘‘(9) Entities that engage in postsecondary edu3 cation outreach and support. 

4 ‘‘(10) Educational service agencies. 

5 ‘‘(11) Organizations that provide professional 

6 development. 

7 ‘‘(12) Other entities as appropriate and avail8 able. 

9 ‘‘SEC. 1823. STATE RESERVATION. 

10 ‘‘A State that receives a grant under this part may 

11 reserve not more than 5 percent of the grant funds for 

12 administrative costs related to activities described under 

13 this subpart. 

14 ‘‘SEC. 1824. REPORTING AND ACCOUNTABILITY. 

15 ‘‘(a) PARTNERSHIP REPORTS.—To receive funds 

16 under this subpart for a fiscal year after the first fiscal 

17 year that a partnership of a local educational agency and 

18 an early childhood education provider receives funds under 

19 this subpart, the partnership subgrantee shall provide, on 

20 an annual basis, a report regarding the status of the im21 plementation of activities funded under this subpart, and 

22 an evaluation of the effectiveness of such activities for stu23 dents at schools assisted under this subpart to the State, 

24 disaggregated by the subgroups described in section 

25 1111(b)(2)(C)(v)(II). 


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1 ‘‘(b) STATE REPORT ON PROGRAM ACTIVITIES.— 

2 Each State receiving funds under this subpart shall pro3 vide to the Secretary, at such time and in such format 

4 as the Secretary may require, information on the status 

5 of the implementation of activities funded under this sub6 part and outcomes data for students in schools assisted 

7 under this subpart. 

8 ‘‘(c) ACCOUNTABILITY.—The Secretary shall evaluate 

9 the effectiveness of the activities assisted under this sub10 part using rigorous evaluation methodologies, including, if 

11 feasible, control group studies. The Secretary may use 

12 funds appropriated for subpart 1 to carry out this evalua13 tion. 

14 ‘‘(d) DISSEMINATION.—The Secretary shall make 

15 public and widely disseminate State reports described 

16 under subsection (b) and the evaluation described under 

17 subsection (c) in a manner that protects the privacy of 

18 individuals. 

19 ‘‘SEC. 1825. EARLY INTERVENTION GRANTS. 

20 ‘‘(a) IN GENERAL.— 

21 ‘‘(1) RENEWABLE GRANTS.— 

22 ‘‘(A) RENEWING GRANTS.—The Secretary 

23 shall award grants to States to carry out the 

24 activities described in this section. The Sec25 retary may renew such grants for a period of 


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1 not more than an additional 5 years for States 

2 with satisfactory annual performance reports in 

3 each of the preceding 5 years, to expand or im4 prove, or both, the activities described in this 

5 section. 

6 ‘‘(B) MATCH IN GRANTS THAT HAVE BEEN

7 RENEWED.—A State that receives a grant that 

8 has been renewed under subparagraph (A) shall 

9 contribute to the activities assisted under such 

10 grant matching funds in an amount equal to 

11 not less than 50 percent of the amount of the 

12 grant. Such matching funds may be provided in 

13 cash or in-kind. 

14 ‘‘(2) DROPOUT EARLY WARNING SYSTEM.—A 

15 State that receives a grant under this section— 

16 ‘‘(A) may set aside grant funds, in addi17 tion to the State reservation described in sec18 tion 1823, subject to the Secretary’s approval, 

19 to create or expand the database described in 

20 subsection (b)(1)(A)(iii); and 

21 ‘‘(B) shall provide training and oversight 

22 for the implementation of the system described 

23 in subparagraph (A) by local educational agen24 cies and other users. 

25 ‘‘(3) SUBGRANTS.— 


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1 ‘‘(A) IN GENERAL.—A State that receives 

2 a grant under this section shall award sub3 grants to partnerships of local educational 

4 agencies and early childhood education pro5 viders that have high percentages of students 

6 with risk factors associated with low graduation 

7 rates, as described in subsection 

8 (b)(1)(A)(ii)(I). 

9 ‘‘(B) PRIORITY.—In awarding subgrants 

10 under subparagraph (A), a State may give pri11 ority to partnerships of local educational agen12 cies and early childhood education providers 

13 based on the percentage of children served with 

14 risk factors associated with low graduation 

15 rates and actual low high school graduation 

16 rates, as appropriate. 

17 ‘‘(C) SIZE OF SUBGRANTS AND ABILITY TO

18 SUSTAIN PROGRAMS.—In awarding subgrants 

19 under subparagraph (A), a State shall ensure 

20 that— 

21 ‘‘(i) the subgrants are of sufficient 

22 size so as to allow the subgrantee to plan 

23 and implement an effective program; and 

24 ‘‘(ii) an entity awarded a subgrant 

25 under this paragraph has the capacity to 


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1 sustain the program after the Federal 

2 grant ends. 

3 ‘‘(b) ACTIVITIES.— 

4 ‘‘(1) STATE ACTIVITIES.— 

5 ‘‘(A) REQUIRED ACTIVITIES.—A State that 

6 receives a grant under this section shall carry 

7 out the following: 

8 ‘‘(i) STATEWIDE GRADUATION SUC9 CESS PLAN.—The State, if it has not pre10 viously done so, shall create and periodi11 cally update a research-based Statewide 

12 Graduation Success Plan that includes ef13 fective strategies to address the factors as14 sociated with the risk of not graduating 

15 from high school in that State. The plan 

16 shall address risk factors associated with 

17 children from birth through grade 12. The 

18 State shall provide an opportunity for edu19 cators, parents, students, tribes, relevant 

20 agencies and organizations, and commu21 nity members to provide comments during 

22 the development or updating of the State23 wide plan. In developing the Statewide 

24 Graduation Success Plan, the State shall 

25 coordinate proposed activities with the 


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1 State Advisory Council on Early Childhood 

2 Education and Care established pursuant 

3 to section 642B(b)(1)(A) of the Head 

4 Start Act (42 U.S.C. 9837b(b)(1)(A)), and 

5 shall incorporate plans and recommenda6 tions from such Council where appropriate. 

7 ‘‘(ii) TECHNICAL ASSISTANCE.—The 

8 State shall provide technical assistance to 

9 subgrantees, to the extent practicable. 

10 ‘‘(iii) STATEWIDE DROPOUT EARLY

11 WARNING SYSTEM.— 

12 ‘‘(I) IN GENERAL.—The State 

13 shall implement a Statewide Dropout 

14 Early Warning System that integrates 

15 data elements from other State agen16 cies into an existing State longitudinal 

17 data system to identify, ensure serv18 ices are provided to, and analyze the 

19 effectiveness of such services designed 

20 to serve children at risk for not grad21 uating from high school, from birth 

22 through elementary school, at min23 imum, who— 

24 ‘‘(aa) have a parent who re25 ceives assistance under— 


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1 ‘‘(AA) the special sup2 plemental nutrition program 

3 for women, infants, and chil4 dren established under sec5 tion 17 of the Child Nutri6 tion Act of 1966 (42 U.S.C. 

7 1786); 

8 ‘‘(BB) the temporary 

9 assistance for needy families 

10 program under part A of 

11 title IV of the Social Secu12 rity Act (42 U.S.C. 601 et 

13 seq.); or 

14 ‘‘(CC) the Medicaid 

15 program under title XIX of 

16 the Social Security Act; 

17 ‘‘(bb) are homeless or are in 

18 foster care; 

19 ‘‘(cc) are children with a dis20 ability (as defined in section 602 

21 of the Individuals with Disabil22 ities Education Act) or have 

23 other cognitive, physical, or emo24 tional disabilities; 


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1 ‘‘(dd) are children who are 

2 limited English proficient; 

3 ‘‘(ee) if available, were born 

4 to a teen mother who has low 

5 educational attainment; 

6 ‘‘(ff) have been retained in 

7 prekindergarten or retained a 

8 grade or more in elementary 

9 school; 

10 ‘‘(gg) have consistently poor 

11 attendance; 

12 ‘‘(hh) have low proficiency 

13 on statewide reading or mathe14 matics assessments; 

15 ‘‘(ii) have preschool expul16 sion or school suspensions or 

17 other measures of school behavior 

18 problems; 

19 ‘‘(jj) have been denied entry, 

20 at the legal age, to kindergarten; 

21 ‘‘(kk) are under the super22 vision of a child services agency 

23 due to parental neglect or abuse; 

24 ‘‘(ll) have a parent in jail or 

25 in substance abuse treatment; or 


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1 ‘‘(mm) have other indicators 

2 appropriate to the State to in3 form activities undertaken as 

4 part of the Statewide Graduation 

5 Success Plan. 

6 ‘‘(II) ONE DATABASE.—The 

7 Statewide Dropout Early Warning 

8 System described in subclause (I) 

9 shall be housed in 1 database under 

10 the control of the State educational 

11 agency. 

12 ‘‘(III) INFORMATION AVAIL13 ABLE.—The information in the State14 wide Dropout Early Warning System 

15 shall be available to authorized users 

16 employed by the State educational 

17 agency, the State agency or agencies 

18 that administer funds for child care, 

19 the State Head Start Director, and, 

20 where applicable, the State early 

21 learning coordinator, subgrantee part22 nerships of local educational agencies, 

23 and early childhood education pro24 viders, and, as necessary, researchers 

25 employed by or under contract with 


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1 such entities to evaluate the effective2 ness of the grants. 

3 ‘‘(IV) PRIVACY.—The creation 

4 and use of the Statewide Dropout 

5 Early Warning System shall be car6 ried out in a manner consistent with 

7 section 444 of the General Education 

8 Provisions Act (commonly known as 

9 the ‘Family Educational Rights and 

10 Privacy Act of 1974’). 

11 ‘‘(V) PREDICTIONS.—The State 

12 shall use the Statewide Dropout Early 

13 Warning System to provide data nec14 essary to analyze which risk factors 

15 are most predictive of the likelihood of 

16 students dropping out of school and 

17 analyzing the efficacy of interventions. 

18 ‘‘(B) PERMISSIBLE ACTIVITIES.—A State 

19 that receives a grant under this section may use 

20 the grant funds for any of the following: 

21 ‘‘(i) EARLY CHILDHOOD EDUCATOR

22 TUITION ASSISTANCE.— 

23 ‘‘(I) IN GENERAL.—The State 

24 may provide not more than 50 percent 

25 of the cost of attendance per year for 


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1 an individual to receive an associate’s 

2 degree or a 4-year degree in early 

3 childhood education to enable such in4 dividual to teach in or be qualified 

5 personnel employed by— 

6 ‘‘(aa) a program funded 

7 under the Child Care and Devel8 opment Block Grant Act of 1990 

9 (42 U.S.C. 9858 et seq.); 

10 ‘‘(bb) a program funded 

11 under the Head Start Act (42 

12 U.S.C. 9831 et seq.); 

13 ‘‘(cc) an infant learning pro14 gram; 

15 ‘‘(dd) a program funded 

16 under part C of the Individuals 

17 with Disabilities Education Act; 

18 ‘‘(ee) a preschool program 

19 funded by a State or local edu20 cational agency; or 

21 ‘‘(ff) a special education 

22 early childhood certification pro23 gram. 

24 ‘‘(II) AGREEMENT TO TEACH IN

25 EARLY CHILDHOOD PROGRAM.— 


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1 ‘‘(aa) IN GENERAL.—An in2 dividual who receives assistance 

3 under subclause (I) shall agree to 

4 teach in an early childhood edu5 cation program for— 

6 ‘‘(AA) not less than 3 

7 years if the individual re8 ceives an associate’s degree 

9 in early childhood education; 

10 or 

11 ‘‘(BB) not less than 5 

12 years if the individual re13 ceives a 4-year degree in 

14 early childhood education. 

15 ‘‘(bb) DOCUMENTATION.— 

16 An individual who receives assist17 ance under subclause (I) shall 

18 annually provide documentation 

19 to the State showing that such 

20 service has been performed. Such 

21 notification shall be provided in 

22 such form and manner as the 

23 State may reasonably require. 

24 ‘‘(III) REPAYMENT.—An indi25 vidual who receives assistance under 


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1 subclause (I) and does not complete 

2 the service requirement described in 

3 subclause (II), or who notifies the 

4 State that the individual intends not 

5 to complete such service requirement, 

6 shall repay to the State a pro-rated 

7 amount of such assistance that re8 flects the amount of the service re9 quirement not completed, together 

10 with interest, at a rate specified by 

11 the State in the agreement. 

12 ‘‘(IV) WAIVER OR REDUCTION.— 

13 The State may waive or reduce the re14 quirement under subclause (III) if the 

15 State determines that compliance with 

16 such service requirement represents a 

17 substantial hardship— 

18 ‘‘(aa) because the individual 

19 is permanently and totally dis20 abled at the time of the waiver 

21 request; or 

22 ‘‘(bb) based on documenta23 tion presented of substantial eco24 nomic or personal hardship. 


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1 ‘‘(V) SUPPLEMENT NOT SUP2 PLANT.—Assistance under this clause 

3 may not supplant Federal financial 

4 aid programs for which the individual 

5 is otherwise eligible, including 

6 TEACH Grants under subpart 9 of 

7 part A of title IV of the Higher Edu8 cation Act of 1965 or any other Fed9 eral loan or grant for which the indi10 vidual is otherwise eligible. 

11 ‘‘(ii) INCREASE AND MONITOR EARLY

12 CHILDHOOD PROGRAM QUALITY.— 

13 ‘‘(I) PROGRAM QUALITY STAND14 ARDS.—The State may— 

15 ‘‘(aa) develop and implement 

16 a quality rating and improvement 

17 system; and 

18 ‘‘(bb) provide information 

19 obtained pursuant to item (aa) to 

20 the public in an easily accessible 

21 and understandable format, in22 cluding in languages spoken by 

23 parents within the community. 

24 ‘‘(II) CORRELATING SUCCESS.— 


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1 ‘‘(aa) IN GENERAL.—The 

2 State may— 

3 ‘‘(AA) gather data re4 garding students’ participa5 tion in early childhood edu6 cation programs and the 

7 quality of those programs, 

8 and the students’ subse9 quent level of success in ele10 mentary school grades and 

11 the quality of such elemen12 tary schools; and 

13 ‘‘(BB) correlate the 

14 data to evaluate the con15 tinuum of effectiveness of 

16 such programs in preparing 

17 students to attain and sus18 tain academic proficiency 

19 and, as appropriate, in re20 ducing risk factors associ21 ated with dropping out of 

22 school. 

23 ‘‘(bb) CORRELATION IN CON24 JUNCTION WITH OTHER SYS25 TEMS.—The correlation under 


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1 item (aa) shall work in conjunc2 tion with the early childhood out3 comes indicator data systems de4 veloped under section 619 and 

5 part C of the Individuals with 

6 Disabilities Education Act, and, 

7 as practicable, a quality rating 

8 and improvement system or other 

9 systems that the State may have 

10 developed to evaluate outcomes 

11 for children. 

12 ‘‘(iii) P–20 VERTICAL PERFORMANCE

13 STANDARDS ALIGNMENT.—The State may 

14 carry out activities directly related to the 

15 design and implementation of a progres16 sion of aligned performance standards, 

17 across all domains of learning, for pre18 kindergarten through grade 12 and post19 secondary education. 

20 ‘‘(iv) EXPAND ACCESS.—The State 

21 may expand access to high-quality early 

22 childhood education for children most at 

23 risk of low proficiency in school. 

24 ‘‘(2) PARTNERSHIP ACTIVITIES.— 


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1 ‘‘(A) REQUIRED ACTIVITIES.—A partner2 ship of a local educational agency and an early 

3 childhood education provider that receives a 

4 subgrant under this section shall carry out both 

5 of the following: 

6 ‘‘(i) ANALYZE DATA FROM STATEWIDE

7 DROPOUT EARLY WARNING SYSTEM.—The 

8 partnership shall analyze data from the 

9 Statewide Dropout Early Warning System 

10 relevant to risk factors for non-graduation 

11 and use the data to implement research12 based, individualized interventions for at13 risk students. 

14 ‘‘(ii) INDIVIDUAL LEARNING PLANS.— 

15 ‘‘(I) IN GENERAL.—The partner16 ship shall develop and implement indi17 vidual learning plans for each at-risk 

18 early childhood or elementary school 

19 student, which shall include a descrip20 tion of how subgrant program part21 ners will implement services. Such 

22 plans shall be updated not less fre23 quently than annually and forwarded 

24 to the next school of enrollment. 


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1 ‘‘(II) WAIVER.—A partnership 

2 may apply to the State to be consid3 ered to have complied with the re4 quirement under subclause (I) by de5 veloping and implementing individual 

6 learning plans for those students who 

7 are most at-risk if funds are not pro8 vided to develop and implement thor9 ough and meaningful plans for each 

10 student who has a risk factor de11 scribed in items (aa) through (ll) of 

12 paragraph (1)(A)(iii)(I). 

13 ‘‘(III) DISTINCTION FROM

14 IEPS.—Individual learning plans de15 veloped under this clause are distinct 

16 from individualized education pro17 grams developed under the Individuals 

18 with Disabilities Education Act. 

19 ‘‘(IV) NO ENTITLEMENT.—The 

20 development or implementation of an 

21 individual learning plan under this 

22 clause does not confer an entitlement 

23 to services. 

24 ‘‘(B) CHOICE OF ACTIVITIES.—A partner25 ship of a local educational agency and an early 


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1 childhood education provider that receives a 

2 subgrant under this section shall carry out at 

3 least 1 activity from each of the following sub4 sections: 

5 ‘‘(i) PROFESSIONAL DEVELOPMENT.— 

6 ‘‘(I) Provide teacher mentors for 

7 those prekindergarten through ele8 mentary school teachers who are in 

9 their first 3 years of teaching or who 

10 have been recommended for mentoring 

11 by their supervisor or principal, and 

12 who do not have such mentors. 

13 ‘‘(II) Provide effective, re14 searched-based professional develop15 ment for early childhood teachers, ele16 mentary school teachers serving chil17 dren with disabilities, and program 

18 professionals under section 619 or 

19 part C of the Individuals with Disabil20 ities Education Act, and elementary 

21 school teachers to— 

22 ‘‘(aa) provide effective, dif23 ferentiated instruction; 


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1 ‘‘(bb) develop or improve 

2 family engagement and commu3 nication skills and strategies; 

4 ‘‘(cc) integrate subjects such 

5 as the arts, physical education, 

6 and history into reading, writing, 

7 and mathematics instruction; 

8 ‘‘(dd) use data to inform in9 struction; 

10 ‘‘(ee) implement research11 based interventions for at-risk 

12 students; and 

13 ‘‘(ff) support children’s so14 cial, emotional, and physical de15 velopment. 

16 ‘‘(III) Train principals in effec17 tive— 

18 ‘‘(aa) developmentally appro19 priate instructional practices and 

20 support for teachers and other 

21 staff in using such practices; 

22 ‘‘(bb) leadership qualities 

23 and skills necessary to increase 

24 student achievement; 


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1 ‘‘(cc) early intervention for 

2 at-risk children; 

3 ‘‘(dd) P–3 curriculum align4 ment; 

5 ‘‘(ee) implementation of ef6 fective and ongoing communica7 tion and transition between com8 munity-based early childhood 

9 education providers and school 

10 staff; and 

11 ‘‘(ff) enhancement of family 

12 engagement practices and oppor13 tunities. 

14 ‘‘(IV) Include staff of partner 

15 agencies and specialized instructional 

16 support personnel who are involved in 

17 implementing the grant in all appro18 priate training to ensure that all 

19 members of the team have all appro20 priate skills to implement the coordi21 nated program. 

22 ‘‘(V) Establish partnerships with 

23 institutions of higher education, or 

24 other qualified agencies, to conduct 

25 professional development or induction 


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1 programs focused on increasing class2 room teachers’ ability to use multiple 

3 types of assessments to individualize 

4 instruction for students with disabil5 ities. 

6 ‘‘(ii) COMMUNITY INTEGRATION AND

7 SUPPORT SERVICES.— 

8 ‘‘(I) Integrate community student 

9 support services, such as before- and 

10 after-school programs, health and 

11 wellness programs, social services, 

12 family engagement and communica13 tion activities, counseling, anti-bul14 lying programs, community assets de15 velopment, social-emotional learning 

16 programs, and transportation to break 

17 down barriers to individual student 

18 success. 

19 ‘‘(II) Provide research-based par20 ent training, involvement, and engage21 ment activities. 

22 ‘‘(III) Hire a culturally com23 petent liaison for each partner school 

24 or program to coordinate communica25 tion and integrated, individualized 


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1 services to the families of all at-risk 

2 students. 

3 ‘‘(IV) Engage educators, families, 

4 community organizations, tribes and 

5 tribal organizations, businesses, faith 

6 communities, and students in building 

7 sustainable networks of community 

8 engagement and school improvement. 

9 ‘‘(V) Keep schools open before 

10 and after school hours, on school holi11 days and during the summer for orga12 nized, safe, and engaging activities de13 signed to increase academic pro14 ficiency, improve school climate, and 

15 improve students’ health and wellness. 

16 ‘‘(iii) HIGH EXPECTATIONS AND SUP17 PORT FOR ACADEMIC ACHIEVEMENT.— 

18 ‘‘(I) Reinforce high expectations 

19 and goal setting by introducing stu20 dents, in an age-appropriate way, to 

21 professions and trades, expanding ac22 cess to age-appropriate career and 

23 technical education, and exposing stu24 dents to institutions of higher eduVerDate Mar 15 2010 21:39 Aug 04, 2011 Jkt 099200 PO 00000 Frm 00033 Fmt 6652 Sfmt 6201 E:\BILLS\S1495.IS S1495

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•S 1495 IS

1 cation and Federal student aid op2 tions. 

3 ‘‘(II) Provide research-based, ef4 fective on-site tutoring and enrich5 ment opportunities to at-risk students. 

6 ‘‘(III) Improve school climate, 

7 promote social-emotional learning, and 

8 increase school connectedness. 

9 ‘‘(IV) Ensure that curriculum is 

10 aligned to State standards, is relevant 

11 to the needs and interests of students, 

12 and promotes high expectations. 

13 ‘‘(V) Implement research-based 

14 activities designed to increase the lit15 eracy, numeracy, and self-regulation 

16 skills of preschool and elementary 

17 school children. 

18 ‘‘(c) EVALUATIONS.— 

19 ‘‘(1) PARTNERSHIP EVALUATIONS.— 

20 ‘‘(A) IN GENERAL.—Each State shall use 

21 outcomes data to evaluate each partnership 

22 subgrantee to which it awards a subgrant under 

23 this section to determine the effectiveness of the 

24 program funded under this part. Such evalua25 tion shall include an analysis of activities that 


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1 are most and least effective in keeping students 

2 on track to graduate. 

3 ‘‘(B) EVALUATIONS TO THE SECRETARY.— 

4 Each State shall send a report on the evalua5 tions conducted under subparagraph (A) to the 

6 Secretary. 

7 ‘‘(2) STATE EVALUATIONS.—The Secretary 

8 shall evaluate the effectiveness of programs imple9 mented by each State to which it awards a grant 

10 under this section. 

11 ‘‘(3) REPORTS TO CONGRESS.— 

12 ‘‘(A) IN GENERAL.—The Secretary shall 

13 provide an annual report to the Committee on 

14 Health, Education, Labor, and Pensions of the 

15 Senate and the Committee on Education and 

16 the Workforce of the House of Representatives 

17 that— 

18 ‘‘(i) describes the activities carried out 

19 by States awarded grants under this sec20 tion; and 

21 ‘‘(ii) provides an analysis of which 

22 interventions are most and least effective 

23 in ensuring that students remain on track 

24 to graduate on time from high school. 


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1 ‘‘(B) DISSEMINATION.—The Secretary 

2 shall disseminate the reports described in sub3 paragraph (A) to all States and to the public 

4 through the website of the Department.’’. 

Æ 


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