II 

112TH CONGRESS 

1ST SESSION S. 929 

To establish a comprehensive literacy program. 

IN THE SENATE OF THE UNITED STATES 

MAY 10, 2011 

Mrs. MURRAY (for herself, Mr. SANDERS, Mr. BEGICH, Mr. REED, Mr. 

BROWN of Ohio, and Mr. FRANKEN) 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. 

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; TABLE OF CONTENTS. 

4 (a) SHORT TITLE.—This Act may be cited as the 

5 ‘‘Literacy Education for All, Results for the Nation Act’’ 

6 or the ‘‘LEARN Act’’. 

7 (b) TABLE OF CONTENTS.—The table of contents for 

8 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. 


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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 local educational agencies 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. 

1 SEC. 2. FINDINGS. 

2 Congress finds that in order for a comprehensive, ef3 fective literacy program to address the needs of readers 

4 and writers it is critical to address the following: 

5 (1) Literacy development is an ongoing process 

6 that requires a sustained investment beginning in 

7 early childhood and continuing through elementary 

8 school and secondary school. 

9 (2) Developing literacy skills begins at birth as 

10 infants and toddlers associate sounds, gestures, and 

11 marks on paper with consequences and meaning. 

12 Many low-income children from birth through kin13 dergarten entry lack oral and print language-rich en14 vironments in their homes and early childhood edu15 cation programs and teachers and staff in early 

16 childhood education programs are often not provided 

17 with high-quality professional development on how to 

18 support children’s language and literacy develop19 ment. 


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1 (3) Early childhood educators whose profes2 sional preparation and ongoing development includes 

3 study of language learning and early childhood de4 velopment promote early language and literacy as 

5 part of the overall curriculum for children’s readi6 ness for school, particularly for young English lan7 guage learners and children with disabilities or de8 velopmental delays. 

9 (4) Research shows that writing leads to im10 proved reading achievement, reading leads to better 

11 writing performance, and combined instruction leads 

12 to improvements in both areas. Children in kinder13 garten through grade 12 need to be engaged in com14 bined reading and writing experiences that lead to a 

15 higher level of thinking than when either process is 

16 taught alone. 

17 (5) Environments rich in language and literacy 

18 experiences, books, resources, and models facilitate 

19 reading and writing development. Schools, prin20 cipals, librarians, and teachers must have the knowl21 edge, skills, and tools to create environments appro22 priate to meet the diverse literacy needs of children 

23 from birth through grade 12, especially for children 

24 whose home environments lack support for literacy 

25 development. 


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1 (6) Middle school and secondary school teachers 

2 need professional development to improve the read3 ing and writing abilities of students who are reading 

4 and writing several years below grade level. Middle 

5 school and secondary school teachers in core aca6 demic subjects must have the tools and skills to 

7 teach reading and writing for subject area under8 standing and to differentiate and provide instruction 

9 for students with varying literacy skills. 

10 (7) The intellectual and linguistic skills nec11 essary for writing and reading must be developed 

12 through explicit, intentional, and systematic lan13 guage activities, to which many low-income and mi14 nority students do not currently have access. 

15 (8) Between 1971 and 2004, the reading levels 

16 of America’s 17-year-olds showed little to no im17 provement at all. The ability of secondary school 

18 students to read complex texts is strongly predictive 

19 of their performance in college mathematics and 

20 science courses. 

21 (9) Fewer than 2 in 10 eighth graders from the 

22 secondary school graduating classes of 2005 and 

23 2006 met all 4 EXPLORE College Readiness 

24 Benchmarks (English, Mathematics, Reading, and 

25 Science), the minimum level of achievement that 


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1 ACT has shown is necessary if students are to be 

2 college and career ready upon their secondary school 

3 graduation. 

4 (10) Seventy percent of eighth graders read 

5 below the proficient level on the 2007 National As6 sessment of Educational Progress, indicating that 

7 students in middle schools and secondary schools 

8 struggle to graduate because the students’ literacy 

9 achievement is alarmingly low. Only one-third of sec10 ondary school students who enter grade 9 each year 

11 can expect to graduate in 4 years with the skills the 

12 student needs to succeed in college and the work13 place. 

14 (11) Secondary school graduation rates for low15 income students and students of color hover around 

16 50 percent, as do graduation rates for students in 

17 urban school districts and students with disabilities. 

18 Graduation rates for English language learners are 

19 particularly low. 

20 (12) Only 71 percent of secondary school stu21 dents graduate on time with a diploma, meaning 

22 that every year 1,230,000 students fail to graduate 

23 from secondary school. These 1,230,000 nongrad24 uates cost the Nation more than $319,000,000,000 


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1 in lost wages, taxes, and productivity over the life2 times of the nongraduates. 

3 (13) About 40 percent of secondary school 

4 graduates lack the literacy skills employers seek. 

5 The 25 fastest growing professions have far greater 

6 than average literacy demands, while the fastest de7 clining professions have lower than average literacy 

8 demands. 

9 (14) Research shows that low expectations for 

10 the reading and writing achievement of students in 

11 schools results in curriculum that does not challenge 

12 or adequately support the student’s literacy learning 

13 and in subsequent low achievement, while high aca14 demic expectations can help boost student learning 

15 and achievement. 

16 (15) Children learn best in settings where 

17 teachers understand the developmental continuum of 

18 language, reading, and writing and are skilled in a 

19 variety of strategies that help the children achieve. 

20 (16) Meaningful engagement of families in their 

21 children’s early learning supports school readiness 

22 and later academic success. 

23 (17) Parental literacy habits are positively asso24 ciated with parental reading beliefs, parent-child lit25 eracy and language activities in the home, children’s 


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1 print knowledge, and parents’ and children’s interest 

2 in reading and writing. 

3 SEC. 3. PURPOSES. 

4 The purposes of this Act are— 

5 (1) to improve reading, writing, and academic 

6 achievement for children and students by providing 

7 Federal support to State educational agencies to de8 velop, coordinate, and implement comprehensive lit9 eracy plans that ensure high quality instruction and 

10 effective practices in reading and writing from early 

11 childhood education through grade 12; and 

12 (2) to assist State educational agencies in 

13 achieving the purposes described in paragraph (1) 

14 by— 

15 (A) supporting the development and imple16 mentation of comprehensive early childhood 

17 education through grade 12 literacy programs 

18 in every State that are based on scientifically 

19 valid research, to ensure that every child can 

20 read and write at grade level or above; 

21 (B) providing children from birth through 

22 kindergarten entry with learning opportunities 

23 in high quality, language rich, literature rich, 

24 informational text rich, culturally relevant, de25 velopmentally appropriate environments, such 


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1 as child care, Early Head Start, Head Start, 

2 public library programs, and other early child3 hood education settings, so that the children de4 velop the fundamental knowledge and skills nec5 essary for literacy engagement, development, 

6 and achievement in kindergarten and beyond; 

7 (C) educating parents in the ways the par8 ents can support their child’s communication 

9 and literacy development; 

10 (D) supporting efforts to link and align 

11 standards and research-based teaching practices 

12 and instruction in early childhood education 

13 programs serving children from birth through 

14 kindergarten entry; 

15 (E) supporting high-quality and effective 

16 educational, and developmental, environments 

17 for children from birth through grade 12 to de18 velop oral language, reading comprehension, 

19 and writing abilities through high quality re20 search-based instruction and practices; 

21 (F) improving student achievement by es22 tablishing adolescent literacy initiatives that 

23 provide explicit and systematic instruction in 

24 oral language, reading, and writing development 

25 across the curriculum; 


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1 (G) identifying and supporting students 

2 reading and writing significantly below grade 

3 level by providing research-based, intensive 

4 interventions, including those conducted during 

5 extended learning time, to help the students ac6 quire the language and literacy skills the stu7 dents need to stay on track for graduation; 

8 (H) providing assistance to local edu9 cational agencies in order to provide educators 

10 with ongoing, job-embedded professional devel11 opment and other support focusing on impart12 ing and employing— 

13 (i) the characteristics of effective lan14 guage and literacy instruction; 

15 (ii) the special knowledge and skills 

16 necessary to teach and support literacy de17 velopment effectively across the develop18 mental span and age span; 

19 (iii) the essential components of read20 ing instruction; and 

21 (iv) the essential components of writ22 ing instruction; 

23 (I) supporting State educational agencies 

24 and local educational agencies in improving 

25 reading, writing, and literacy-based academic 


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1 achievement for children and students, espe2 cially children and students who are low-in3 come, are English language learners, are migra4 tory, are children with disabilities, are Indian or 

5 Alaskan Native, are neglected or delinquent, are 

6 homeless, are in the custody of the child welfare 

7 system, or have dropped out of school; 

8 (J) supporting State educational agencies 

9 and local educational agencies in using age ap10 propriate and developmentally appropriate in11 structional materials and strategies that assist 

12 teachers as the teachers work with students to 

13 develop reading and writing competencies ap14 propriate to the students’ grade and skill levels; 

15 (K) strengthening coordination among 

16 schools, early literacy programs, family literacy 

17 programs, juvenile justice programs, public li18 braries, and outside-of-school programs that 

19 provide children and youth with strategies, cur20 ricula, interventions, and assessments designed 

21 to advance early and continuing language and 

22 literacy development in ways appropriate for 

23 each context; 


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1 (L) supporting professional development 

2 for educators based on scientific approaches to 

3 adult learning; and 

4 (M) evaluating whether the professional 

5 development activities and approaches sup6 ported under this Act are effective in building— 

7 (i) the knowledge and skills of edu8 cators; and 

9 (ii) the educators’ use of appropriate 

10 and effective practices. 

11 SEC. 4. DEFINITIONS. 

12 (a) IN GENERAL.—Unless otherwise specified, the 

13 terms used in this Act have the meanings given the terms 

14 in section 9101 of the Elementary and Secondary Edu15 cation Act of 1965 (20 U.S.C. 7801). 

16 (b) OTHER TERMS.—In this Act: 

17 (1) CHARACTERISTICS OF EFFECTIVE LITERACY

18 STRATEGIES AND INSTRUCTION.—The term ‘‘charac19 teristics of effective literacy strategies and instruc20 tion’’ means— 

21 (A) for children from birth through kinder22 garten entry— 

23 (i) providing high quality professional 

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1 hood educators, teachers, and school lead2 ers in— 

3 (I) literacy development; 

4 (II) language development; 

5 (III) English language acquisi6 tion (as appropriate); and 

7 (IV) effective language and lit8 eracy instruction and teaching strate9 gies aligned to State standards; 

10 (ii) reading aloud to children, engag11 ing children in shared reading experiences, 

12 discussing reading with children, and mod13 eling age and developmentally appropriate 

14 reading strategies; 

15 (iii) encouraging children’s early at16 tempts at communication, reading, writing, 

17 and drawing, and talking about the mean18 ing of the reading, writing, and drawing 

19 with others; 

20 (iv) creating conversation rich class21 rooms and using oral modeling techniques 

22 to build oral language skills; 

23 (v) multiplying opportunities for chil24 dren to use language with peers and 

25 adults; 


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1 (vi) providing strategic and explicit in2 struction in the identification of speech 

3 sounds, letters, and letter-sound cor4 respondence; 

5 (vii) integrating oral and written lan6 guage; 

7 (viii) stimulating vocabulary develop8 ment; 

9 (ix) using differentiated instructional 

10 approaches or teaching strategies, includ11 ing— 

12 (I) individual and small group in13 struction or interactions; and 

14 (II) professional development, 

15 curriculum development, and class16 room instruction; 

17 (x) applying the principles of universal 

18 design for learning; 

19 (xi) using age-appropriate screening 

20 assessments, diagnostic assessments, form21 ative assessments, and summative assess22 ments to identify individual learning needs, 

23 to inform instruction, and to monitor— 

24 (I) student progress and the ef25 fects of instruction over time; and 


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1 (II) for children between the ages 

2 of birth and kindergarten entry, 

3 progress and development within es4 tablished norms; 

5 (xii) coordinating the involvement of 

6 families, early childhood education pro7 gram staff, principals, other school leaders, 

8 and teachers in the reading and writing 

9 achievement of children served under this 

10 Act; 

11 (xiii) using a variety of age and devel12 opmentally appropriate, high quality mate13 rials for language development, reading, 

14 and writing; 

15 (xiv) encouraging family literacy expe16 riences and practices, and educating teach17 ers, public librarians, and parents and 

18 other caregivers about literacy development 

19 and child literacy development; and 

20 (xv) using strategies to enhance chil21 dren’s— 

22 (I) motivation to communicate, 

23 read, and write; and 

24 (II) engagement in self-directed 

25 learning; 


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1 (B) for students in kindergarten through 

2 grade 3— 

3 (i) providing high quality professional 

4 development opportunities, for teachers, 

5 literacy coaches, literacy specialists, 

6 English as a second language specialists 

7 (as appropriate), school librarians, and 

8 principals, on literacy development, lan9 guage development, English language ac10 quisition, and effective literacy instruction 

11 that— 

12 (I) aligns to State standards as 

13 well as local curricula and instruc14 tional assessments; and 

15 (II) addresses literacy develop16 ment opportunities across the cur17 ricula; 

18 (ii) providing age appropriate direct 

19 and explicit instruction; 

20 (iii) providing strategic, systematic, 

21 and explicit instruction in phonological 

22 awareness, phonic decoding, vocabulary, 

23 reading fluency, and reading comprehen24 sion; 


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1 (iv) making available and using di2 verse texts at the reading, development, 

3 and interest level of students; 

4 (v) providing multiple opportunities 

5 for students to write individually and col6 laboratively with instruction and feedback; 

7 (vi) using differentiated instructional 

8 approaches, including individual, small 

9 group, and classroom-based instruction 

10 and discussion; 

11 (vii) using oral modeling techniques 

12 and opportunities for students to use lan13 guage with the students’ peers and adults 

14 to build student language skills; 

15 (viii) providing time and opportunities 

16 for systematic and intensive instruction, 

17 intervention, and practice to supplement 

18 regular instruction, which can be provided 

19 inside and outside the classroom as well as 

20 during and outside regular school hours; 

21 (ix) providing instruction in uses of 

22 print materials and technological resources 

23 for research and for generating and pre24 senting content and ideas; 


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1 (x) using screening assessments, diag2 nostic assessments, formative assessments, 

3 and summative assessments to identify stu4 dent learning needs, to inform instruction, 

5 and to monitor student progress and the 

6 effects of instruction over time; 

7 (xi) coordinating the involvement of 

8 families, caregivers, teachers, principals, 

9 other school leaders, and teacher literacy 

10 teams in the reading and writing achieve11 ment of children served under this Act; 

12 (xii) encouraging family literacy expe13 riences and practices; and 

14 (xiii) using strategies to enhance stu15 dents’— 

16 (I) motivation to read and write; 

17 and 

18 (II) engagement in self-directed 

19 learning; and 

20 (C) for students in grades 4 through 12— 

21 (i) providing high quality professional 

22 development opportunities for teachers, lit23 eracy coaches, literacy specialists, English 

24 as a second language specialists (as appro25 priate), school librarians, and principals, 


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1 including professional development on lit2 eracy development, language development, 

3 and effective literacy instruction embedded 

4 in schools and aligned to State standards; 

5 (ii) providing direct and explicit com6 prehension instruction; 

7 (iii) providing direct and explicit in8 struction that builds academic vocabulary 

9 and strategies and knowledge of text struc10 ture for reading different kinds of texts 

11 within and across core academic subjects; 

12 (iv) making available and using di13 verse texts at the reading, development, 

14 and interest level of the students; 

15 (v) providing multiple opportunities 

16 for students to write with clear purposes 

17 and critical reasoning appropriate to the 

18 topic and purpose and with specific in19 struction and feedback from teachers and 

20 peers; 

21 (vi) using differentiated instructional 

22 approaches; 

23 (vii) using strategies to enhance stu24 dents’— 


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1 (I) motivation to read and write; 

2 and 

3 (II) engagement in self-directed 

4 learning; 

5 (viii) providing for text-based learning 

6 across content areas; 

7 (ix) providing systematic, strategic, 

8 and individual and small group instruction, 

9 including intensive supplemental interven10 tion for students reading significantly 

11 below grade level, which may be provided 

12 inside and outside the classroom as well as 

13 during and outside regular school hours; 

14 (x) providing instruction in the uses 

15 of technology and multimedia resources for 

16 classroom research and for generating and 

17 presenting content and ideas; 

18 (xi) using screening assessments, di19 agnostic assessments, formative assess20 ments, and summative assessments to 

21 identify learning needs, inform instruction, 

22 and monitor student progress and the ef23 fects of instruction; 

24 (xii) coordinating the involvement of 

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1 sible and appropriate as determined by the 

2 Secretary, to improve reading, writing, and 

3 academic achievement; and 

4 (xiii) coordinating the involvement of 

5 school librarians, teachers, principals, 

6 other school leaders, teacher literacy 

7 teams, and English as a second language 

8 specialists (as appropriate), that analyze 

9 student work and plan or deliver instruc10 tion over time. 

11 (2) CHILD.—The term ‘‘child’’ means an indi12 vidual from the ages of birth through the final year 

13 for which the State provides free public education. 

14 (3) CLASSROOM-BASED INSTRUCTIONAL AS15 SESSMENT.—The term ‘‘classroom-based instruc16 tional assessment’’ means an assessment, for chil17 dren between birth through grade 3, that— 

18 (A) is valid and reliable for the age and 

19 population of children being assessed; 

20 (B) is used to evaluate children’s develop21 mental progress and learning, including system22 atic observations by teachers of children per23 forming tasks, including academic and literacy 

24 tasks, that are part of their daily classroom ex25 perience; and 


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1 (C) is used to improve classroom instruc2 tion. 

3 (4) COMPREHENSIVE LITERACY INSTRUC4 TION.—The term ‘‘comprehensive literacy instruc5 tion’’ means instruction that— 

6 (A) involves the characteristics of effective 

7 literacy instruction; and 

8 (B) is designed to support the essential 

9 components of reading instruction and the es10 sential components of writing instruction. 

11 (5) DEVELOPMENTAL DELAY.—The term ‘‘de12 velopmental delay’’ has the meaning given the term 

13 in section 632 of the Individuals with Disabilities 

14 Education Act (20 U.S.C. 1432). 

15 (6) DIAGNOSTIC ASSESSMENT.—The term ‘‘di16 agnostic assessment’’ means an assessment that— 

17 (A) is valid, reliable, and based on scientif18 ically valid research on language, literacy, and 

19 English language acquisition; 

20 (B) is used for the purposes of— 

21 (i) identifying a student’s specific 

22 areas of strengths and weaknesses in oral 

23 language and literacy; 

24 (ii) determining any difficulties that 

25 the student may have in oral language and 


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1 literacy and the potential cause of such dif2 ficulties; and 

3 (iii) helping to determine possible lit4 eracy intervention strategies and related 

5 special needs of the student; and 

6 (C) in the case of young children, is con7 ducted after a screening assessment that identi8 fies potential risks or a lack of school prepared9 ness, including oral language and literacy devel10 opment, or delayed development. 

11 (7) ELIGIBLE ENTITY.—The term ‘‘eligible enti12 ty’’ means— 

13 (A) when used with respect to children 

14 from birth through kindergarten entry— 

15 (i) 1 or more local educational agen16 cies providing early childhood education 

17 programs, or 1 or more public or private 

18 early childhood education programs, serv19 ing children from birth through kinder20 garten entry (such as a Head Start pro21 gram, a child care program, a State-funded 

22 prekindergarten program, a public library 

23 program, or a family literacy program), 

24 that has a demonstrated record of pro25 viding effective literacy instruction for the 


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1 age group such agency or program pro2 poses to serve under section 9; or 

3 (ii) 1 or more entities described in 

4 clause (i) acting in partnership with 1 or 

5 more public agencies or private nonprofit 

6 organizations that have a demonstrated 

7 record of effectiveness— 

8 (I) in improving the early literacy 

9 development of children from birth 

10 through kindergarten entry; and 

11 (II) in providing professional de12 velopment aligned with the activities 

13 described in section 9(e)(1); or 

14 (B) when used with respect to students in 

15 kindergarten through grade 12, a local edu16 cational agency, a consortium of local edu17 cational agencies, or a local educational agency 

18 or consortium of local educational agencies 

19 that— 

20 (i)(I) is among, or consists of, the 

21 local educational agencies in the State with 

22 the highest numbers or percentages of stu23 dents reading or writing below grade level, 

24 based on the most currently available State 

25 assessment data; 


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1 (II) has jurisdiction over a significant 

2 number or percentage of schools that are 

3 identified for school improvement under 

4 section 1116(b) of the Elementary and 

5 Secondary Education Act of 1965 (20 

6 U.S.C. 6316(b)); or 

7 (III) has the highest numbers or per8 centages of children who are counted under 

9 section 1124(c) of such Act (20 U.S.C. 

10 6333(c)), in comparison to other local edu11 cational agencies in the State; and 

12 (ii) may act in partnership with 1 or 

13 more public agencies or private nonprofit 

14 organizations, which agencies or organiza15 tions shall have a demonstrated record of 

16 effectiveness, consistent with the purposes 

17 of their participation, in improving literacy 

18 achievement of students from kindergarten 

19 through grade 12 and in providing profes20 sional development described in section 

21 10(a)(3)(B). 

22 (8) ENGLISH LANGUAGE ACQUISITION.— 

23 (A) IN GENERAL.—The term ‘‘English lan24 guage acquisition’’ means the process by which 

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1 ficiency in speaking, listening, reading, and 

2 writing the English language. 

3 (B) INCLUSIONS FOR ENGLISH LANGUAGE

4 LEARNERS IN SCHOOL.—For an English lan5 guage learner in school, such term includes not 

6 only the social language proficiency needed to 

7 participate in the school environment, but also 

8 the academic language proficiency needed to ac9 quire literacy and academic content and dem10 onstrate the student’s learning. 

11 (9) ESSENTIAL COMPONENTS OF READING IN12 STRUCTION.—The term ‘‘essential components of 

13 reading instruction’’ means developmentally appro14 priate, contextually explicit, systematic instruction, 

15 and frequent practice, in reading across content 

16 areas. 

17 (10) ESSENTIAL COMPONENTS OF WRITING IN18 STRUCTION.—The term ‘‘essential components of 

19 writing instruction’’ means developmentally appro20 priate and contextually explicit instruction, and fre21 quent practice, in writing across content areas. 

22 (11) FAMILY LITERACY SERVICES.—The term 

23 ‘‘family literacy services’’ means literacy services 

24 provided on a voluntary basis that are of sufficient 


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1 intensity in terms of hours and duration and that in2 tegrate all of the following activities: 

3 (A) Interactive literacy activities between 

4 or among parents and their children, including 

5 parent literacy training. 

6 (B) Training for parents regarding how to 

7 be the primary teacher for their children and 

8 full partners in the education of their children. 

9 (12) FORMATIVE ASSESSMENT.—The term 

10 ‘‘formative assessment’’ means a process that— 

11 (A) is teacher-generated or selected by 

12 teachers and students during instructional 

13 learning; 

14 (B) is embedded within the learning activ15 ity and linked directly to the current unit of in16 struction; and 

17 (C) provides feedback to adjust ongoing 

18 teaching and learning to improve students’ 

19 achievement of intended instructional outcomes. 

20 (13) HIGH-QUALITY PROFESSIONAL DEVELOP21 MENT.—The term ‘‘high-quality professional devel22 opment’’ means professional development that— 

23 (A) is job-embedded, ongoing, and based 

24 on scientifically valid research; 


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1 (B) is sustained, intensive, and classroom2 focused, and is not limited in scope to a 1-day 

3 or short-term workshop or conference; 

4 (C) is designed to increase the knowledge 

5 and expertise of teachers, early childhood edu6 cators and administrators, principals, other 

7 school leaders, and other program staff in ap8 plying— 

9 (i) the characteristics of effective lit10 eracy instruction; 

11 (ii) the essential components of read12 ing instruction; 

13 (iii) the essential components of writ14 ing instruction; and 

15 (iv) instructional strategies and prac16 tices that are appropriate to the age, devel17 opment, and needs of children and improve 

18 student learning, including strategies and 

19 practices consistent with the principles of 

20 universal design for learning; 

21 (D) includes and supports teachers in ef22 fectively administering age appropriate and de23 velopmentally appropriate assessments, and 

24 analyzing the results of such assessments for 

25 the purposes of planning, monitoring, adapting, 


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1 and improving effective classroom instruction or 

2 teaching strategies to improve student literacy; 

3 (E) for educators working with students in 

4 kindergarten through grade 12— 

5 (i) supports the characteristics of ef6 fective literacy instruction through core 

7 academic subjects, and through career and 

8 technical education subjects where such ca9 reer and technical education subjects pro10 vide for the integration of core academic 

11 subjects; and 

12 (ii) includes explicit instruction in dis13 cipline-specific thinking and how to read 

14 and interpret discipline-specific text struc15 tures and features; 

16 (F) includes instructional strategies uti17 lizing one-to-one, small group, and classroom18 based instructional materials and approaches 

19 based on scientifically valid research on literacy; 

20 (G) provides ongoing instructional literacy 

21 coaching— 

22 (i) to ensure high-quality implementa23 tion of effective practices of literacy in24 struction that are content-centered, inte25 grated across the curricula, collaborative, 


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1 and embedded in the school, classroom, or 

2 other setting; and 

3 (ii) that uses student data to improve 

4 instruction; 

5 (H) includes and supports teachers in set6 ting high reading and writing achievement goals 

7 for all students and provides the teachers with 

8 the instructional tools and skills to help stu9 dents reach such goals; and 

10 (I) is differentiated for educators working 

11 with children from birth through kindergarten 

12 entry, students in kindergarten through grade 

13 5, and students in grades 6 through 12, and, as 

14 appropriate, by student grade or student need. 

15 (14) LITERACY COACH.—The term ‘‘literacy 

16 coach’’ means a professional— 

17 (A) who— 

18 (i) has previous teaching experience 

19 and— 

20 (I) a master’s degree with a con21 centration in reading and writing edu22 cation; 

23 (II) demonstrated proficiency in 

24 teaching reading or writing in a core 

25 academic subject consistent with the 


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1 characteristics of effective literacy in2 struction; or 

3 (III) in the case of a literacy 

4 coach for children from birth through 

5 kindergarten entry, a concentration, 

6 credential, or significant experience in 

7 child development and early literacy 

8 development; and 

9 (ii) is able to demonstrate the ability 

10 to help teachers— 

11 (I) apply research on how stu12 dents become successful readers, writ13 ers, and communicators; 

14 (II) apply multiple forms of as15 sessment to guide instructional deci16 sionmaking and use data to improve 

17 literacy instruction; 

18 (III) improve student writing and 

19 reading in and across content areas 

20 such as mathematics, science, social 

21 studies, and language arts; 

22 (IV) develop and implement dif23 ferentiated instruction and teaching 

24 approaches to serve the needs of the 

25 full range of learners, including 


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1 English language learners and chil2 dren with disabilities; 

3 (V) apply principles of universal 

4 design for learning; 

5 (VI) employ best practices in en6 gaging principals, early childhood edu7 cators and administrators, teachers, 

8 and other professionals supporting lit9 eracy instruction to change school cul10 tures to better encourage and support 

11 literacy development and achievement; 

12 and 

13 (VII)(aa) for children from birth 

14 through kindergarten entry, set devel15 opmentally appropriate expectations 

16 for language; and 

17 (bb) for all children, set literacy 

18 development and high reading and 

19 writing achievement goals and select, 

20 acquire, and use instructional tools 

21 and skills to help the children reach 

22 such goals; and 

23 (B) whose role with teachers and profes24 sionals supporting literacy instruction is— 


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1 (i) to provide high-quality professional 

2 development; 

3 (ii) to work cooperatively and collabo4 ratively with principals, teachers, and other 

5 professionals in employing strategies to 

6 help teachers identify and support student 

7 language and literacy needs and teach lit8 eracy across content areas and develop9 mental domains; and 

10 (iii) to work cooperatively and collabo11 ratively with other professionals in employ12 ing strategies to help teachers teach lit13 eracy across content areas so that the 

14 teachers can meet the needs of all stu15 dents, including children with disabilities, 

16 English language learners, and students 

17 who are reading at or above grade level. 

18 (15) LOCAL EDUCATIONAL AGENCY.—The term 

19 ‘‘local educational agency’’— 

20 (A) has the meaning given the term in sec21 tion 9101 of the Elementary and Secondary 

22 Education Act of 1965 (20 U.S.C. 7801); and 

23 (B) includes any public charter school that 

24 constitutes a local educational agency under 

25 State law. 


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1 (16) MULTITIER SYSTEM OF SUPPORT.—The 

2 term ‘‘multitier system of support’’ means a com3 prehensive system of differentiated supports that in4 cludes evidence-based instruction, universal screen5 ing, progress monitoring, formative assessments, 

6 summative assessments, research-based interventions 

7 matched to student needs, and educational decision8 making using academic progress over time 

9 (17) READING.—The term ‘‘reading’’ means a 

10 complex system of deriving meaning from print that 

11 requires, in ways that are developmentally, content, 

12 and contextually appropriate, all of the following: 

13 (A) PHONEMES.—The skills and knowl14 edge to understand how phonemes, or speech 

15 sounds, are connected to print. 

16 (B) ACCURACY, FLUENCY, AND UNDER17 STANDING.—The ability to read accurately, flu18 ently, and with understanding. 

19 (C) READING COMPREHENSION.—The use 

20 of background knowledge and vocabulary to 

21 make meaning from a text. 

22 (D) ACTIVE STRATEGIES.—The develop23 ment and use of appropriate active strategies to 

24 interpret and construct meaning from print. 


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1 (E) ENGAGED AND SELF-DIRECTED READ2 ER.—The development and maintenance of an 

3 engaged and self-directed reader. 

4 (18) SCHOOL LEADER.—The term ‘‘school lead5 er’’ means an individual who— 

6 (A) is an employee or officer of a school; 

7 and 

8 (B) is responsible for— 

9 (i) the school’s performance; and 

10 (ii) the daily instructional and mana11 gerial operations of the school. 

12 (19) SCIENTIFICALLY VALID RESEARCH.—The 

13 term ‘‘scientifically valid research’’ has the meaning 

14 given the term in section 200 of the Higher Edu15 cation Act of 1965 (20 U.S.C. 1021). 

16 (20) SCREENING ASSESSMENT.—The term 

17 ‘‘screening assessment’’ means an assessment that— 

18 (A) is valid, reliable, and based on scientif19 ically valid research on literacy and English lan20 guage acquisition; and 

21 (B) is a procedure designed as a first step 

22 in identifying children who may be at high risk 

23 for delayed development or academic failure and 

24 in need of further diagnosis of the children’s 


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1 need for special services or additional literacy 

2 instruction. 

3 (21) STATE.—The term ‘‘State’’ has the mean4 ing given the term in section 103 of the Higher 

5 Education Act of 1965 (20 U.S.C. 1003). 

6 (22) STATE LITERACY LEADERSHIP TEAM.— 

7 (A) IN GENERAL.—The term ‘‘State lit8 eracy leadership team’’ means a team that— 

9 (i) is appointed and coordinated by 

10 the State educational agency; 

11 (ii) assumes the responsibility to guide 

12 the development and implementation of a 

13 statewide, comprehensive literacy plan; 

14 (iii) is composed of not less than 11 

15 individuals; 

16 (iv) shall include— 

17 (I) not less than 3 individuals 

18 who have literacy expertise in one of 

19 each of the areas of— 

20 (aa) birth through school 

21 entry, such as the State Head 

22 Start collaboration director; 

23 (bb) kindergarten entry 

24 through grade 5; and 

25 (cc) grades 6 through 12; 


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1 (II) a school principal; 

2 (III) a teacher with literacy ex3 pertise or an administrator with spe4 cial education and literacy expertise; 

5 (IV) a teacher or administrator 

6 with expertise in teaching the English 

7 language to English language learn8 ers; 

9 (V) a representative from the 

10 State educational agency who oversees 

11 literacy initiatives; and 

12 (VI) a representative from higher 

13 education who is actively involved in 

14 research, development, or teacher 

15 preparation in literacy instruction and 

16 intervention based on scientifically 

17 valid research; and 

18 (v) may include— 

19 (I) a literacy specialist serving in 

20 a school district within the State; 

21 (II) a literacy coach; 

22 (III) a library media specialist; 

23 (IV) a representative from the 

24 family literacy community; 


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1 (V) a representative from a State 

2 agency serving children, with expertise 

3 in literacy instruction; 

4 (VI) a school counselor; 

5 (VII) a teacher of a core aca6 demic subject; 

7 (VIII) a special education admin8 istrator; 

9 (IX) a professor of a 4-year insti10 tution of higher education; 

11 (X) a parent; 

12 (XI) a business leader; 

13 (XII) a representative from the 

14 Governor’s office; 

15 (XIII) a representative from the 

16 State board of education; 

17 (XIV) a representative from the 

18 State legislature; 

19 (XV) a nonprofit and commu20 nity-based organization providing lit21 eracy instruction and support; and 

22 (XVI) a representative from a 

23 school district superintendent’s office. 

24 (B) INCLUSION OF A PREEXISTING PART25 NERSHIP.—If, before the date of enactment of 


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1 this Act, a State educational agency established 

2 a consortium, partnership, or any other similar 

3 body that was considered a literacy partnership 

4 for purposes of subpart 1 or 2 of part B of title 

5 I of the Elementary and Secondary Education 

6 Act of 1965 (20 U.S.C. 6361 et seq., 6371 et 

7 seq.) and that includes the individuals required 

8 under subparagraph (A)(iv), such consortium, 

9 partnership, or body may be considered a State 

10 literacy leadership team for purposes of sub11 paragraph (A). 

12 (23) SUMMATIVE ASSESSMENT.—The term 

13 ‘‘summative assessment’’ means an assessment 

14 that— 

15 (A) is valid, reliable, and based on scientif16 ically valid research on literacy and English lan17 guage acquisition; and 

18 (B) measures— 

19 (i) for children from birth through 

20 kindergarten entry, how the children have 

21 progressed over time relative to develop22 mental norms; and 

23 (ii) for students in kindergarten 

24 through grade 12, what the students have 


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1 learned over time, relative to academic con2 tent standards. 

3 (24) UNIVERSAL DESIGN FOR LEARNING.—The 

4 term ‘‘universal design for learning’’ has the mean5 ing given the term in section 103 of the Higher 

6 Education Act of 1965 (20 U.S.C. 1003). 

7 (25) WRITING.—The term ‘‘writing’’ means— 

8 (A) composing meaning in print or through 

9 other media, including technologies, to commu10 nicate and to create new knowledge in ways ap11 propriate to the context of the writing and the 

12 literacy development stage of the writer; 

13 (B) composing ideas individually and col14 laboratively in ways that are appropriate for a 

15 variety of purposes, audiences, and occasions; 

16 (C) choosing vocabulary, tone, genre, and 

17 conventions, such as spelling and punctuation, 

18 suitable to the purpose, audience, and occasion; 

19 and 

20 (D) revising compositions for clarity of 

21 ideas, coherence, logical development, and preci22 sion of language use. 

23 SEC. 5. PROGRAM AUTHORIZED. 

24 (a) IN GENERAL.—The Secretary is authorized— 


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1 (1) to award State planning grants in accord2 ance with section 6; and 

3 (2) to award State implementation grants in ac4 cordance with section 7 to enable the State edu5 cational agency to— 

6 (A) carry out the State activities described 

7 in section 8; 

8 (B) award subgrants to eligible entities in 

9 accordance with section 9; and 

10 (C) award subgrants to eligible entities in 

11 accordance with section 10. 

12 (b) AWARDS TO STATE EDUCATIONAL AGENCIES.— 

13 (1) AMOUNTS LESS THAN $500,000,000.—If the 

14 amount appropriated under section 14 for a fiscal 

15 year is less than $500,000,000, then the Secretary 

16 shall— 

17 (A) reserve not more than a total of 5 per18 cent of such amount for the national evaluation, 

19 dissemination of information, and technical as20 sistance under section 11; 

21 (B) reserve not more than 5 percent to 

22 award planning grants, on a competitive basis, 

23 to State educational agencies, in accordance 

24 with section 6; and 


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1 (C) use the amount not reserved under 

2 subparagraphs (A) and (B) to make awards, on 

3 a competitive basis, to State educational agen4 cies serving States that have applications ap5 proved under section 7 to enable the State edu6 cational agencies to carry out sections 7 and 8. 

7 (2) AMOUNTS EQUAL TO OR EXCEEDING

8 $500,000,000.— 

9 (A) IN GENERAL.—If the amount appro10 priated under section 14 for a fiscal year equals 

11 or exceeds $500,000,000, then the Secretary 

12 shall— 

13 (i) reserve a total of 1 percent of such 

14 amount for— 

15 (I) allotments for the United 

16 States Virgin Islands, Guam, Amer17 ican Samoa, and the Commonwealth 

18 of the Northern Mariana Islands, to 

19 be distributed among such outlying 

20 areas on the basis of their relative 

21 need, as determined by the Secretary 

22 in accordance with the purposes of 

23 this Act; and 

24 (II) the Secretary of the Interior 

25 for programs under sections 6, 7, 8, 


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1 9, and 10 in schools operated or fund2 ed by the Bureau of Indian Edu3 cation; 

4 (ii) reserve not more than 5 percent to 

5 award planning grants, to State edu6 cational agencies serving States, in accord7 ance with section 6; 

8 (iii) reserve not more than 5 percent 

9 for the national evaluation, dissemination 

10 of information, and technical assistance 

11 under section 11; and 

12 (iv) use the amount not reserved 

13 under clauses (i), (ii), and (iii) to make 

14 awards, from allotments under subpara15 graph (C), to State educational agencies 

16 serving States that have applications ap17 proved under section 7 and that are not re18 ceiving an allotment under clause (i)(I), to 

19 enable the State educational agencies to 

20 carry out sections 7 and 8. 

21 (B) SPECIAL RULES.— 

22 (i) PROPORTIONAL DIVISION.—In 

23 each fiscal year, the amount reserved 

24 under subparagraph (A)(i) shall be divided 

25 between the uses described in subclauses 


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1 (I) and (II) of subparagraph (A)(i) in the 

2 same proportion as the amount reserved 

3 under section 1121(a) of the Elementary 

4 and Secondary Education Act of 1965 (20 

5 U.S.C. 6331(a)) is divided between the 

6 uses described in paragraphs (1) and (2) 

7 of such section 1121(a) for such fiscal 

8 year. 

9 (ii) CONSULTATION.—A State edu10 cational agency that receives an allotment 

11 under this paragraph shall engage in time12 ly and meaningful consultation with rep13 resentatives of Indian tribes located in the 

14 State in order to improve the coordination 

15 and quality of activities designed to de16 velop effective approaches to achieve the 

17 purposes of this Act consistent with he cul18 tural, language, and educational needs of 

19 Indian students. 

20 (C) STATE ALLOTMENT FORMULA.—The 

21 Secretary shall allot the amount made available 

22 under subparagraph (A)(iv) for a fiscal year 

23 among the States not receiving an allotment 

24 from the reservation under subparagraph 

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1 dren, from birth through age 17, who reside 

2 within the State and are from families with in3 comes below the poverty line for the most re4 cent fiscal year for which satisfactory data are 

5 available, compared to the number of such chil6 dren who reside in all such States for that fiscal 

7 year. 

8 (3) MINIMUM AWARD AMOUNT.—Notwith9 standing paragraphs (1) and (2), no State edu10 cational agency receiving an award under this sec11 tion for a fiscal year may receive less than one12 fourth of 1 percent of the total amount appropriated 

13 under section 14 for the fiscal year, except as pro14 vided under paragraph (2)(A)(i). 

15 (c) PEER REVIEW.— 

16 (1) IN GENERAL.—The Secretary shall convene 

17 a peer review panel to evaluate the application for 

18 each grant awarded to a State educational agency 

19 under sections 6 and 7 using the evaluation criteria 

20 described in paragraph (2). 

21 (2) DEVELOPMENT OF EVALUATION CRI22 TERIA.—The Secretary shall report to Congress the 

23 peer review process and evaluation criteria that shall 

24 be used to evaluate the grant applications under sec25 tions 6 and 7. 


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1 (3) MEMBERSHIP.— 

2 (A) COMPOSITION.—A peer review panel 

3 convened under paragraph (1) shall be com4 posed of not less than 9 members, of whom— 

5 (i) 3 shall be appointed by the Sec6 retary; 

7 (ii) 3 shall be appointed by the Sec8 retary from among individuals— 

9 (I) recommended by the Chair10 man of the National Research Council 

11 of the National Academy of Sciences; 

12 and 

13 (II) with expertise in literacy in14 struction and learning at various de15 velopmental stages; and 

16 (iii) 3 shall be appointed by the Sec17 retary from among individuals— 

18 (I) recommended by the Director 

19 of the National Institute of Child 

20 Health and Human Development; and 

21 (II) with expertise concerning lit22 eracy development from birth through 

23 grade 12. 


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1 (B) COMPETENCY AND EXPERTISE; EX2 PERTISE.—The peer review panel appointed 

3 under this paragraph may include— 

4 (i) classroom teachers with expertise 

5 in literacy, and literacy coaches, includ6 ing— 

7 (I) special education teachers; 

8 (II) teachers of students who are 

9 English language learners; and 

10 (III) early childhood educators; 

11 (ii) experts who provide high-quality 

12 professional development to teachers and 

13 other individuals to support children’s lit14 eracy development; 

15 (iii) experts in the screening assess16 ment, diagnostic assessment, or other as17 sessment of children’s literacy (including 

18 reading and writing) development and 

19 progress; and 

20 (iv) experts in strategies and instruc21 tion in reading and writing, language de22 velopment, and English language acquisi23 tion (as appropriate), including reading 

24 and writing in core academic subjects. 


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1 (4) DISTRIBUTION OF RECOMMENDATIONS.— 

2 Not later than 120 days after a peer review panel 

3 submits to the Secretary the panel’s recommenda4 tion regarding an application by a State educational 

5 agency for a grant under section 6 or 7, the Sec6 retary shall notify the State educational agency that 

7 the application has been approved or disapproved 

8 and shall provide to such State educational agency 

9 a copy of the peer review panel’s recommendation. 

10 (d) SUPPLEMENT NOT SUPPLANT.—Award funds 

11 provided under this Act shall supplement, and not sup12 plant, non-Federal funds that would, in the absence of 

13 such award funds, be made available for literacy instruc14 tion and support of children and students participating in 

15 programs assisted under this Act. 

16 (e) MAINTENANCE OF EFFORT.—Each State edu17 cational agency that receives an award under this section, 

18 and each eligible entity that receives a subgrant under sec19 tion 9 or 10, shall maintain for the fiscal year for which 

20 the grant or subgrant is received and for each subsequent 

21 fiscal year the expenditures of the State educational agen22 cy or eligible entity, respectively, for literacy instruction 

23 at a level not less than the level of such expenditures main24 tained by the State educational agency or eligible entity, 


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1 respectively, for the fiscal year preceding such fiscal year 

2 for which the grant or subgrant is received. 

3 SEC. 6. STATE PLANNING GRANTS. 

4 (a) PLANNING GRANTS AUTHORIZED.— 

5 (1) IN GENERAL.—From any amounts made 

6 available under paragraph (1)(B) or (2)(A)(ii) of 

7 section 5(b), the Secretary may award planning 

8 grants to State educational agencies to enable the 

9 State educational agencies to complete comprehen10 sive planning to carry out activities that improve lit11 eracy for children and students from birth through 

12 grade 12. 

13 (2) GRANT PERIOD.—A planning grant awarded 

14 under this section shall be for a period of not more 

15 than 1 year. 

16 (3) NONRENEWABILITY.—The Secretary shall 

17 not award a State educational agency more than 1 

18 planning grant under this section. 

19 (b) APPLICATION.— 

20 (1) IN GENERAL.—Each State educational 

21 agency desiring a planning grant under this section 

22 shall submit an application to the Secretary at such 

23 time, in such manner, and accompanied by such in24 formation as the Secretary may require. 


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1 (2) CONTENTS.—Each application submitted 

2 under this subsection shall, at a minimum, include 

3 a description of how the State educational agency 

4 proposes to use the planning grant funds awarded 

5 under this section to develop a plan for improving 

6 State efforts to develop, coordinate, and implement 

7 comprehensive literacy activities that ensure high8 quality language development and effective strategies 

9 and instruction in reading and writing for all stu10 dents in early childhood education programs serving 

11 children from birth through kindergarten entry 

12 through grade 12 programs, with a particular focus 

13 on students who are reading or writing below grade 

14 level and children whose early literacy skills are 

15 below the appropriate age or developmental level. 

16 Such plan for improvement shall— 

17 (A) describe the activities for which assist18 ance under this section is sought; 

19 (B) provide a budget for the use of the 

20 planning grant funds to complete the required 

21 activities described in subsection (c); 

22 (C) include an assessment of child and stu23 dent language and literacy data to identify 

24 baseline and benchmark levels to monitor 

25 progress and improvement; and 


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1 (D) provide an assurance that all State 

2 agencies responsible for administering early 

3 childhood education programs and services (in4 cluding the State Head Start Collaboration Of5 fice), including the State agency responsible for 

6 administering child care and the State Advisory 

7 Council on Early Childhood Education and 

8 Care established under section 642B(b) of the 

9 Head Start Act (42 U.S.C. 9837b(b)), collabo10 rated with the State educational agency to write 

11 the early learning portion of the grant applica12 tion submitted under this subsection. 

13 (3) APPROVAL OF APPLICATIONS.— 

14 (A) IN GENERAL.—The Secretary, in con15 sultation with the peer review panel described 

16 in subparagraph (B), shall evaluate State edu17 cational agency applications under this sub18 section based on the responsiveness of the ap19 plications to the application requirements under 

20 this subsection. 

21 (B) PEER REVIEW.—The Secretary shall 

22 convene a peer review panel in accordance with 

23 section 5(c) to evaluate planning grant applica24 tions under this section. 


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1 (c) REQUIRED ACTIVITIES.—A State educational 

2 agency receiving planning grant funds under this section 

3 shall carry out each of the following activities: 

4 (1) REVIEW.—Reviewing reading, writing, or 

5 other literacy resources and programs, such as 

6 school library programs, and data across the State 

7 to identify any literacy needs and gaps in the State. 

8 (2) STATE LITERACY LEADERSHIP TEAM.— 

9 Forming or designating a State literacy leadership 

10 team which shall execute the following functions: 

11 (A) COMPREHENSIVE STATE LITERACY

12 PLAN.—Creating a comprehensive State literacy 

13 plan that— 

14 (i) is designed to improve language, 

15 reading, writing, and academic achieve16 ment for children and students, especially 

17 those reading below grade level; 

18 (ii) includes a needs assessment and 

19 an implementation plan, including an anal20 ysis of child and student literacy data to 

21 identify baseline and benchmark levels of 

22 literacy and early literacy skills in order to 

23 monitor progress and improvement, and a 

24 plan to improve literacy levels among all 

25 children and students; 


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1 (iii) ensures high quality strategies 

2 and instruction in early literacy develop3 ment (which includes communication, read4 ing, and writing) in early childhood edu5 cation programs serving children from 

6 birth through kindergarten entry and in 

7 kindergarten through grade 12 programs; 

8 (iv) provides for activities designed to 

9 improve literacy achievement for students 

10 who— 

11 (I) read or write below grade 

12 level; 

13 (II) attend schools that are iden14 tified for school improvement under 

15 section 1116(b) of the Elementary 

16 and Secondary Education Act of 1965 

17 (20 U.S.C. 6316(b)); and 

18 (III) are counted under section 

19 1124(c) of the Elementary and Sec20 ondary Education Act of 1965 (20 

21 U.S.C. 6333(c)); and 

22 (v) is submitted to the Secretary. 

23 (B) STANDARDS.—Providing recommenda24 tions to guide the State educational agency in 

25 the State educational agency’s process of 


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1 strengthening State literacy standards and em2 bedding State literacy standards with the 

3 State’s challenging academic content standards 

4 and academic achievement standards under sec5 tion 1111(b) of the Elementary and Secondary 

6 Education Act of 1965, and early learning and 

7 development standards. 

8 (C) PROGRESS.—Providing recommenda9 tions to guide the State educational agency in 

10 the State educational agency’s process of meas11 uring, assessing, and monitoring progress in lit12 eracy at the school, local educational agency, 

13 and State levels. 

14 (D) CRITERIA.—Identifying criteria for 

15 high quality professional development providers, 

16 which providers may include qualified teachers 

17 within the State, for the State educational 

18 agency and local educational agencies. 

19 (E) DATA.—Advising the State educational 

20 agency on how to help ensure that local edu21 cational agencies and schools provide timely and 

22 appropriate data to teachers to inform and im23 prove instruction. 

24 (F) EDUCATOR CAPACITY.—Providing rec25 ommendations to guide the State educational 


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1 agency in the State educational agency’s plan2 ning process of building educators’ capacity to 

3 provide high-quality literacy instruction. 

4 (3) REPORTING REQUIREMENT.—Not later than 

5 1 year after a State educational agency receives a 

6 planning grant under this section, the State edu7 cational agency shall submit a report to the Sec8 retary on the State educational agency’s perform9 ance of the activities described in this subsection. 

10 SEC. 7. STATE IMPLEMENTATION GRANTS. 

11 (a) IMPLEMENTATION GRANTS AUTHORIZED.— 

12 (1) IN GENERAL.—From awards made available 

13 under paragraph (1)(C) or (2)(A)(iv) of section 5(b), 

14 the Secretary shall, on a competitive basis or 

15 through allotments, respectively, award implementa16 tion grants to State educational agencies to enable 

17 the State educational agencies— 

18 (A) to implement a comprehensive literacy 

19 plan that meets the criteria in section 

20 6(c)(2)(A) for early childhood education pro21 grams serving children from birth through kin22 dergarten entry through grade 12 programs; 

23 (B) to carry out State activities under sec24 tion 8; and 


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1 (C) to award subgrants under sections 9 

2 and 10. 

3 (2) DURATION OF GRANTS.—An implementa4 tion grant under this section shall be awarded for a 

5 period of not more than 5 years. 

6 (3) RENEWALS.— 

7 (A) IN GENERAL.—Implementation grants 

8 under this section may be renewed. 

9 (B) CONDITIONS.—In order to be eligible 

10 to have an implementation grant renewed under 

11 this paragraph, the State educational agency 

12 shall demonstrate to the satisfaction of the Sec13 retary that— 

14 (i) the State educational agency has 

15 complied with the terms of the grant, in16 cluding using the funds to— 

17 (I) increase access to high-quality 

18 professional development; 

19 (II) use developmentally appro20 priate curricula and teaching mate21 rials; and 

22 (III) use developmentally appro23 priate classroom-based instructional 

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1 propriate screening and diagnostic as2 sessments; and 

3 (ii) with respect to students in kinder4 garten through grade 12, during the period 

5 of the grant there has been significant 

6 progress in student achievement, as meas7 ured by appropriate assessments, including 

8 meeting the measurable annual objectives 

9 established pursuant to section 

10 1111(b)(2)(C)(v) of the Elementary and 

11 Secondary Education Act of 1965 (20 

12 U.S.C. 6311(b)(2)(C)(v)). 

13 (b) STATE APPLICATIONS.— 

14 (1) IN GENERAL.—A State educational agency 

15 that desires to receive an implementation grant 

16 under this section shall submit an application to the 

17 Secretary at such time, in such manner, and con18 taining such information as the Secretary may re19 quire. The State educational agency shall collaborate 

20 with all State agencies responsible for administering 

21 early childhood education programs, and the State 

22 agency responsible for administering child care pro23 grams, in the State in writing and implementing the 

24 early learning portion of the grant application under 

25 this subsection. 


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1 (2) CONTENTS.—An application described in 

2 paragraph (1) shall include the following: 

3 (A) STATE LITERACY LEADERSHIP TEAM; 

4 COMPREHENSIVE STATE LITERACY LEADERSHIP

5 PLAN.—A description of the members of the 

6 State literacy leadership team and a description 

7 of how the State educational agency has devel8 oped a comprehensive State literacy plan, as de9 scribed in section 6(c)(2)(A). 

10 (B) IMPLEMENTATION.—An implementa11 tion plan that includes a description of how the 

12 State educational agency will— 

13 (i) carry out the State activities de14 scribed in section 8; 

15 (ii) assist eligible entities with— 

16 (I) providing strategic and inten17 sive literacy instruction based on sci18 entifically valid research for students 

19 who are reading and writing below 

20 grade level, including through the use 

21 of multitier systems of support, in22 cluding addressing the literacy needs 

23 of children and youth with disabilities 

24 or developmental delays and English 

25 language learners in early childhood 


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1 education programs serving children 

2 from birth through kindergarten entry 

3 and programs serving students from 

4 birth through grade 12; 

5 (II) providing training to par6 ents, as appropriate, so that the par7 ents can participate in the literacy re8 lated activities described in sections 9 

9 and 10 to assist in the language and 

10 literacy development of their children; 

11 (III) selecting and using reading 

12 and writing assessments; 

13 (IV) providing classroom-based 

14 instruction that is supported by one15 to-one and small group work; 

16 (V) using curricular materials 

17 and instructional tools, which may in18 clude technology, to improve instruc19 tion and literacy achievement; 

20 (VI) providing for high-quality 

21 professional development; and 

22 (VII) using the principles of uni23 versal design for learning; and 

24 (iii) ensure that local educational 

25 agencies in the State have leveraged and 


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1 are effectively leveraging the resources 

2 needed to implement effective literacy in3 struction, and have the capacity to imple4 ment literacy initiatives effectively; 

5 (iv) continually coordinate and align 

6 the activities assisted under this section 

7 and sections 9 and 10 with reading, writ8 ing, and other literacy resources and pro9 grams across the State and locally that 

10 serve children and students and their fami11 lies and promote literacy instruction and 

12 learning, including strengthening partner13 ships among schools, libraries, local youth14 serving agencies, and programs, in order to 

15 improve literacy for all children and youth; 

16 and 

17 (v) ensure that funds provided under 

18 this section are awarded in a manner that 

19 will provide services to all grade levels, in20 cluding proportionally to middle schools 

21 and high schools. 

22 (C) KEY DATA METRICS.—A description of 

23 the key data metrics that will be used and re24 ported annually under section 12(b)(1)(E), 

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1 nual objectives established pursuant to section 

2 1111(b)(2)(C)(v) of the Elementary and Sec3 ondary Education Act of 1965 (20 U.S.C. 

4 6311(b)(2)(C)(v)) for students in grades 3 

5 through 12. 

6 (D) NATIONAL EVALUATION.—An assur7 ance that the State educational agency, and any 

8 eligible entity receiving a subgrant from the 

9 State educational agency under section 9 or 10, 

10 will, if requested, participate in the national 

11 evaluation under section 11. 

12 (E) LITERACY PROGRAMS.—An assurance 

13 that the State educational agency will use im14 plementation grant funds under this section for 

15 literacy programs as follows: 

16 (i) LEARNERS FROM BIRTH THROUGH

17 KINDERGARTEN ENTRY.—Not less than 10 

18 percent of such grant funds shall be used 

19 for State and local programs and activities 

20 pertaining to learners from birth through 

21 kindergarten entry. 

22 (ii) STUDENTS IN KINDERGARTEN

23 THROUGH GRADE 5.—Not less than 40 

24 percent of such implementation grant 

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1 grams and activities allocated equitably 

2 among the grades of kindergarten through 

3 grade 5. 

4 (iii) STUDENTS IN GRADES 6

5 THROUGH 12.—Not less than 40 percent of 

6 such implementation grant funds shall be 

7 used for State and local programs and ac8 tivities, allocated equitably among grades 6 

9 through 12. 

10 (iv) STATE ACTIVITIES.—Not more 

11 than 10 percent of such implementation 

12 grant funds shall be used for the State ac13 tivities described in section 8. 

14 (F) PRIORITY.—An assurance that the 

15 State educational agency shall give priority to 

16 awarding a subgrant to an eligible entity— 

17 (i) under section 9 based on the num18 ber or percentage of children younger than 

19 the age of kindergarten entry and the 

20 number of students from birth through 17 

21 who are— 

22 (I) served by the eligible entity; 

23 and 

24 (II) from families with income 

25 below the poverty line, based on the 


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1 most recent satisfactory data provided 

2 to the Secretary by the Bureau of the 

3 Census for determining eligibility 

4 under section 1124(c)(1)(A) of the El5 ementary and Secondary Education 

6 Act of 1965 (20 U.S.C. 

7 6333(c)(1)(A)); and 

8 (ii) under section 10 based on— 

9 (I) the number or percentage de10 scribed in clause (i); and 

11 (II) the number or percentage of 

12 students served by the eligible entity 

13 that are reading and writing below 

14 grade level according to State assess15 ments. 

16 (c) APPROVAL OF APPLICATIONS.— 

17 (1) IN GENERAL.—The Secretary, in consulta18 tion with the peer review panel established under 

19 paragraph (2), shall evaluate State educational 

20 agency applications under subsection (b) based on 

21 the responsiveness of the applications to the applica22 tion requirements under such subsection. 

23 (2) PEER REVIEW.—The Secretary shall con24 vene a peer review panel in accordance with section 

25 5(c) to evaluate applications for each implementation 


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1 grant awarded to a State educational agency under 

2 this section. 

3 (3) EARLY LEARNING.—In order for a State 

4 educational agency’s application under this section 

5 to be approved by the Secretary, the application 

6 shall contain an assurance that the State agencies 

7 responsible for administering early childhood edu8 cation programs and services, including the State 

9 agency responsible for administering child care pro10 grams and the State Advisory Council on Early 

11 Childhood Education and Care established under 

12 section 642B(b) of the Head Start Act (42 U.S.C. 

13 9837b(b)), approves of, and will be extensively con14 sulted in the implementation of related activities and 

15 services consistent with section 9 with respect to, the 

16 early learning portion of the application. 

17 SEC. 8. STATE ACTIVITIES. 

18 (a) REQUIRED ACTIVITIES.—A State educational 

19 agency shall use funds made available under section 

20 5(a)(2)(A) and described in section 7(b)(2)(E)(iv) to carry 

21 out the activities proposed in a State’s plan consistent 

22 with section 7(b)(2), including the following activities: 

23 (1) CARRYING OUT ASSURANCES AND ACTIVI24 TIES IN APPLICATION.—Carrying out the assurances 


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1 and activities provided in the State application 

2 under section 7(b)(2). 

3 (2) TECHNICAL ASSISTANCE.—In consultation 

4 with the State literacy leadership team, providing 

5 technical assistance or engaging qualified providers 

6 to provide technical assistance to eligible entities to 

7 enable the eligible entities to design and implement 

8 a literacy program under sections 9 and 10. 

9 (3) PRESERVICE COURSEWORK REVIEW.—Con10 tinuing to consult with the State literacy leadership 

11 team and continuing to coordinate with institutions 

12 of higher education in the State— 

13 (A) in order to provide recommendations 

14 to strengthen and enhance preservice courses 

15 for students preparing, at institutions of higher 

16 education in the State, to teach children from 

17 birth through grade 12 in explicit, systematic, 

18 and intensive instruction in evidence-based lit19 eracy methods; and 

20 (B) by following up reviews completed by 

21 the State literacy leadership team with rec22 ommendations to ensure that such institutions 

23 offer courses that meet the highest standards. 

24 (4) STATE LICENSURE AND CERTIFICATION

25 RECOMMENDATIONS.—Reviewing and updating, in 


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1 collaboration with teachers, statewide educational 

2 and professional organizations representing teachers, 

3 and statewide educational and professional organiza4 tions representing institutions of higher education, 

5 State licensure and certification standards in the 

6 area of literacy instruction in early childhood edu7 cation through grade 12. 

8 (5) EFFECTIVE PRACTICES.—Making publicly 

9 available, including on the State educational agen10 cy’s website, information on promising instructional 

11 practices to improve student literacy achievement. 

12 (b) PERMISSIVE ACTIVITIES.—After carrying out ac13 tivities described in subsection (a), a State educational 

14 agency may use remaining funds made available under 

15 section 5(a)(2)(A) and described in section 7(b)(2)(E)(iv) 

16 to carry out 1 or more of the following activities: 

17 (1) DATA SYSTEMS TRAINING.—Training the 

18 personnel of eligible entities to use data systems that 

19 track student literacy achievement. 

20 (2) LITERACY COACH TRAINING.—Developing 

21 literacy coach training programs and training lit22 eracy coaches. 

23 (3) PUBLIC SUPPORT.—Building public support 

24 among local educational agency personnel, early 

25 childhood education programs, and the community 


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1 for comprehensive literacy instruction for children 

2 and students from birth through grade 12. 

3 SEC. 9. SUBGRANTS TO ELIGIBLE ENTITIES IN SUPPORT OF 

4 BIRTH THROUGH KINDERGARTEN ENTRY 

5 LITERACY. 

6 (a) SUBGRANTS.—A State educational agency, in 

7 consultation with the State agencies responsible for ad8 ministering early childhood education programs and serv9 ices, including the State agency responsible for admin10 istering child care programs and the State Advisory Coun11 cil on Early Childhood Education and Care established 

12 under section 642B(b) of the Head Start Act (42 U.S.C. 

13 9837b(b)), shall use implementation grant funds provided 

14 under section 5(a)(2)(B) to award subgrants, on a com15 petitive basis, to eligible entities to enable the eligible enti16 ties to support high-quality early literacy initiatives for 

17 children from birth through kindergarten entry. 

18 (b) SUFFICIENT SIZE AND SCOPE.—Each subgrant 

19 awarded under this section shall be of sufficient size and 

20 scope to allow the eligible entity to carry out high-quality 

21 early literacy initiatives for children from birth through 

22 kindergarten entry. 

23 (c) LOCAL APPLICATIONS.—An eligible entity desir24 ing to receive a subgrant under this section shall submit 

25 an application to the State educational agency, at such 


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1 time, in such manner, and containing such information as 

2 the State educational agency may require. Such applica3 tion shall include a description of— 

4 (1) how the subgrant funds will be used to en5 hance the language and literacy aspects of school 

6 readiness of children, from birth through kinder7 garten entry, in early childhood education programs, 

8 including an analysis of the data used to identify 

9 how funds will be used to improve language and lit10 eracy; 

11 (2) the programs assisted under the subgrant, 

12 including demographic and socioeconomic informa13 tion on the children enrolled in the programs; 

14 (3) a budget for the eligible entity that projects 

15 the cost of developing and implementing literacy ini16 tiatives to carry out the activities described in sub17 section (e); 

18 (4) how, if the eligible entity is requesting a 

19 planning period, the eligible entity will use that plan20 ning period to prepare for successful implementation 

21 of a plan to support the development of learning and 

22 literacy consistent with the purposes of this Act; 

23 (5) the literacy initiatives, if any, in place and 

24 how these initiatives will be coordinated and inte25 grated with activities supported under this section; 


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1 (6) how the subgrant funds will be used to pre2 pare and provide ongoing assistance to staff in the 

3 programs, through high-quality professional develop4 ment; 

5 (7) how the subgrant funds will be used to pro6 vide services, incorporate activities, and select and 

7 use literacy instructional materials that meet the di8 verse developmental and linguistic needs of children, 

9 including English language learners and children 

10 with disabilities and developmental delays, and that 

11 are based on scientifically valid research on child de12 velopment and learning for children from birth 

13 through kindergarten entry; 

14 (8) how the subgrant funds will be used to pro15 vide screening assessments, diagnostic assessments, 

16 classroom-based instructional assessments, and as17 sessments of developmental progress; 

18 (9) how families and caregivers will be involved, 

19 as appropriate, in supporting their children’s literacy 

20 development, instruction, and assessment; 

21 (10) how the subgrant funds will be used to 

22 help children, particularly children experiencing dif23 ficulty with oral and written language, to make the 

24 transition from early childhood education to formal 

25 classroom instruction; 


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1 (11) how the activities assisted under the 

2 subgrant will be coordinated with literacy instruction 

3 at the kindergarten through grade 5 level; 

4 (12) how the subgrant funds will be used— 

5 (A) to evaluate the success of the activities 

6 assisted under the subgrant in enhancing the 

7 early language and literacy development of chil8 dren from birth through kindergarten entry; 

9 and 

10 (B) to evaluate data for program improve11 ment; and 

12 (13) such other information as the State edu13 cational agency may require. 

14 (d) APPROVAL OF LOCAL APPLICATIONS.—The State 

15 educational agency, in consultation with the State agencies 

16 responsible for administering early childhood education 

17 programs, including the State agency responsible for ad18 ministering child care programs and the State Advisory 

19 Council on Early Childhood Education and Care estab20 lished under section 642B(b) of the Head Start Act (42 

21 U.S.C. 9837b(b)), shall— 

22 (1) select applications for funding under this 

23 section based on the quality of the applications sub24 mitted, including the relationship between literacy 

25 activities proposed and the research base or data 


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1 supporting such activities, as appropriate, and the 

2 recommendations of— 

3 (A) the State literacy leadership team; and 

4 (B) other experts in the area of early lit5 eracy; and 

6 (2) place priority for funding programs based 

7 on the criteria in section 7(b)(2)(F). 

8 (e) LOCAL USES OF FUNDS.— 

9 (1) IN GENERAL.—An eligible entity that re10 ceives a subgrant under this section shall use the 

11 subgrant funds consistent with the application pro12 posed in subsection (c) to carry out the following ac13 tivities: 

14 (A) EARLY CHILDHOOD EDUCATION PRO15 GRAMS.—Enhancing and improving early child16 hood education programs to ensure that chil17 dren in such programs are provided with high18 quality oral language and literature- and print19 rich environments in which to develop early lit20 eracy skills. 

21 (B) PROFESSIONAL DEVELOPMENT.—Pro22 viding high-quality professional development. 

23 (C) SCREENING ASSESSMENTS AND OTHER

24 MEASURES.—Acquiring, providing training for, 

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1 nostic assessments, and classroom-based in2 structional assessments. 

3 (D) MULTITIER SYSTEM OF SUPPORT.— 

4 Selecting, developing, and implementing a 

5 multitier system of support. 

6 (E) INTEGRATING.—Integrating research7 based instructional materials, activities, tools, 

8 and measures into the programs offered by the 

9 eligible entity to improve development of early 

10 learning language and literacy skills. 

11 (F) TRAINING.—Training providers and 

12 personnel to support, develop, and administer 

13 high-quality early learning literacy initiatives 

14 that— 

15 (i) utilize data— 

16 (I) to inform instructional design; 

17 and 

18 (II) to assess literacy needs; and 

19 (ii) provide time and support for per20 sonnel to meet to plan literacy instruction. 

21 (G) FAMILY LITERACY SERVICES.—Pro22 viding for family literacy services, as appro23 priate, and partnering with families to support 

24 their child’s learning. 


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1 (H) DATA.—Annually collecting, summa2 rizing, and reporting to the State educational 

3 agency data— 

4 (i) to document and monitor, for the 

5 purpose of improving or increasing early 

6 literacy and language skills development 

7 pursuant to activities carried out under 

8 this section; 

9 (ii) to stimulate and accelerate im10 provement by identifying the programs 

11 served by the eligible entity that produce 

12 significant gains in skills development; and 

13 (iii) for all subgroups of students and 

14 categories of students, including students 

15 described in section 1111(b)(2)(C)(v)(II) 

16 of the Elementary and Secondary Edu17 cation Act of 1965 (20 U.S.C. 

18 6311(b)(2)(C)(v)(II)), in a manner that— 

19 (I) utilizes a variety of data; and 

20 (II) is consistent across the 

21 State. 

22 (2) CURRICULA AND ASSESSMENT MATERIALS

23 LIMITATION.—Each eligible entity that receives a 

24 subgrant under this section shall not use more than 


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1 10 percent of the subgrant funds to purchase cur2 ricula and assessment materials. 

3 (f) PROHIBITION.—The use of assessment items and 

4 data on any assessment authorized under this section to 

5 provide rewards or sanctions for individual children, early 

6 childhood educators, teachers, program directors, or prin7 cipals is prohibited. 

8 SEC. 10. SUBGRANTS TO LOCAL EDUCATIONAL AGENCIES 

9 IN SUPPORT OF KINDERGARTEN THROUGH 

10 GRADE 12 LITERACY. 

11 (a) SUBGRANTS TO LOCAL EDUCATIONAL AGEN12 CIES.— 

13 (1) SUBGRANTS.—A State educational agency 

14 shall use the implementation grant funds provided 

15 under section 5(a)(2)(C) to award subgrants, on a 

16 competitive basis, to eligible entities to enable the el17 igible entities to carry out the authorized activities 

18 described in subsections (b) and (c). 

19 (2) SUFFICIENT SIZE AND SCOPE.—A State 

20 educational agency shall award subgrants under this 

21 section of sufficient size and scope to allow the eligi22 ble entities to carry out high-quality literacy initia23 tives in each grade level for which the subgrant 

24 funds are provided. 


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1 (3) LOCAL APPLICATIONS.—An eligible entity 

2 desiring to receive a subgrant under this section 

3 shall submit an application to the State educational 

4 agency at such time, in such manner, and containing 

5 such information as the State educational agency 

6 may require. Such application shall include, for each 

7 school that the eligible entity identifies as partici8 pating in a subgrant program under this section, the 

9 following information: 

10 (A) CAPACITY SURVEY.—A description of 

11 the eligible entity’s capacity survey conducted to 

12 identify how subgrant funds will be used to in13 form and improve literacy instruction at the 

14 school. 

15 (B) PROFESSIONAL DEVELOPMENT.—How 

16 the school, local educational agency, or a pro17 vider of high-quality professional development 

18 will provide ongoing high-quality professional 

19 development to all teachers (including early 

20 childhood educators), principals, and other 

21 school leaders served by the school (including 

22 early childhood program administrators). 

23 (C) INTERVENTIONS.—How the school will 

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1 propriate scientifically valid instructional inter2 ventions or other support services which may 

3 include extended learning time for struggling 

4 students. 

5 (D) BUDGET.—A budget for the school 

6 that projects the cost of developing and imple7 menting literacy initiatives to carry out the ac8 tivities described in subsections (b) and (c), as 

9 applicable. 

10 (E) INTEGRATION.—An explanation of how 

11 the school will integrate literacy instruction into 

12 core academic subjects. 

13 (F) COORDINATION.—A description of how 

14 the school will coordinate literacy instruction 

15 with early childhood education and after-school 

16 programs and activities in the area served by 

17 the local educational agency, such as library 

18 programs. 

19 (G) ASSESSMENTS.—A description of the 

20 assessments that will be used in an assessment 

21 system to improve literacy instruction and track 

22 student literacy progress. 

23 (H) FAMILIES AND CAREGIVERS.—A de24 scription of how families and caregivers will be 


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1 involved in supporting their children’s literacy 

2 instruction and assessment. 

3 (I) PLANNING PERIOD.—A description of 

4 how, if an eligible entity is requesting a plan5 ning period, the eligible entity will use that 

6 planning period to prepare for successful imple7 mentation of a plan to support the development 

8 of learning and literacy consistent with the pur9 poses of this Act. 

10 (J) INITIATIVES.—A description of the lit11 eracy initiatives, if any, in place and how these 

12 initiatives will be coordinated and integrated 

13 with activities supported under this section. 

14 (K) PARTICIPATION IN EVALUATION.—An 

15 assurance that the eligible entity will, if re16 quested, participate in the national evaluation 

17 described in section 11. 

18 (b) LOCAL USES OF FUNDS FOR KINDERGARTEN

19 THROUGH GRADE 5.—An eligible entity that receives a 

20 subgrant under this section shall use the subgrant funds 

21 to carry out the following activities pertaining to students 

22 in kindergarten through grade 5: 

23 (1) LITERACY PLAN.—Developing and imple24 menting a literacy plan across content areas that— 


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1 (A) serves the needs of all students, includ2 ing children with disabilities and English lan3 guage learners, especially the students who are 

4 reading or writing below grade level; 

5 (B) provides intensive, supplemental, accel6 erated, and explicit intervention and support in 

7 reading and writing for students whose literacy 

8 skills are below grade level; and 

9 (C) supports activities that are provided 

10 primarily during the regular school day but 

11 which may be augmented by after-school and 

12 out-of-school time instruction. 

13 (2) ASSESSMENTS.—Acquiring, providing train14 ing for, selecting, and administering assessments, 

15 and managing, monitoring, and planning instruction 

16 based on the assessment data. 

17 (3) PROFESSIONAL DEVELOPMENT.—Providing 

18 high quality professional development. 

19 (4) TRAINING.—Training principals, pupil serv20 ices personnel, and other school district personnel to 

21 support, develop, administer, and evaluate high-qual22 ity kindergarten through grade 5 literacy initiatives 

23 that— 

24 (A) utilize data— 


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1 (i) to inform instructional decisions; 

2 and 

3 (ii) to assess professional development 

4 needs; and 

5 (B) provide time and support for teachers 

6 to meet to plan literacy instruction. 

7 (c) LOCAL USES OF FUNDS FOR GRADES 6 

8 THROUGH 12.— 

9 (1) REQUIRED USES.—An eligible entity that 

10 receives a subgrant under this section shall use 

11 subgrant funds to carry out the following activities 

12 pertaining to students in grades 6 through 12: 

13 (A) LITERACY PLAN.—Developing and im14 plementing a literacy plan across content areas 

15 that— 

16 (i) serves the needs of all students, in17 cluding children with disabilities and 

18 English language learners, especially stu19 dents who are reading or writing below 

20 grade level; 

21 (ii) provides intensive, supplemental, 

22 accelerated, and explicit intervention and 

23 support in reading and writing for stu24 dents whose literacy skills are below grade 

25 level; and 


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1 (iii) supports activities that are pro2 vided primarily during the regular school 

3 day but which may be augmented by after4 school and out-of-school time instruction. 

5 (B) ASSESSMENTS.—Acquiring, providing 

6 training for, selecting and administering assess7 ments, and managing, monitoring, and planning 

8 instruction based on the assessment data. 

9 (C) PROFESSIONAL DEVELOPMENT.—Pro10 viding high-quality professional development. 

11 (D) TRAINING.—Training principals, pupil 

12 service personnel, and other school leaders to 

13 support, develop, administer, and evaluate high14 quality adolescent literacy initiatives that— 

15 (i) utilize data— 

16 (I) to inform instructional deci17 sions and allow for personalization of 

18 instruction based on student need; 

19 and 

20 (II) to assess professional devel21 opment needs; 

22 (ii) assess the quality of adolescent lit23 eracy instruction in core academic subjects, 

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1 cation subjects provide for the integration 

2 of core academic subjects; 

3 (iii) provide time for teachers to meet 

4 to plan research-based adolescent literacy 

5 instruction in core academic subjects, and 

6 career and technical education subjects 

7 where such career and technical education 

8 subjects provide for the integration of core 

9 academic subjects; and 

10 (iv) include explicit instruction in dis11 cipline-specific thinking and how to read 

12 and interpret discipline-specific text struc13 tures and features. 

14 (E) DATA.—Annually collecting, summa15 rizing, and reporting to the State educational 

16 agency, data— 

17 (i) to document and monitor, for the 

18 purpose of improving practice, the im19 provements or increases in student reading 

20 and writing pursuant to activities carried 

21 out under this section; 

22 (ii) to stimulate and accelerate im23 provement by identifying the schools that 

24 produce significant gains in literacy 

25 achievement; and 


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1 (iii) for all students and categories of 

2 students, including students described in 

3 section 1111(b)(2)(C)(v)(II) of the Ele4 mentary and Secondary Education Act of 

5 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II)), in 

6 a manner that utilizes a variety of data 

7 and that is consistent across the State. 

8 (2) LIMITATION TO CERTAIN SCHOOLS.—An eli9 gible entity receiving a subgrant under this section 

10 shall, in distributing subgrant funds under this sub11 section, provide the subgrant funds only to schools, 

12 including public charter schools, that have the high13 est percentages or numbers of children counted 

14 under section 1124(c) of the Elementary and Sec15 ondary Education Act of 1965 (20 U.S.C. 6333(c)) 

16 after carrying out the activities described in this 

17 subsection and subsection (b). 

18 (d) ALLOWABLE USES.—An eligible entity that re19 ceives a subgrant under this section may use remaining 

20 subgrant funds to carry out the following activities per21 taining to learners in kindergarten through grade 12: 

22 (1) PLANNING.—Providing a planning period of 

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1 tation of a literacy program for kindergarten 

2 through grade 12. 

3 (2) LITERACY COACHES.—Recruiting, placing, 

4 training, and compensating literacy coaches. 

5 (3) CONNECTING LEARNING OPPORTUNITIES.— 

6 Connecting out-of-school learning opportunities to 

7 in-school learning in order to improve the literacy 

8 achievement of the students. 

9 (4) TRAINING.—Training families and care10 givers to support the improvement of adolescent lit11 eracy. 

12 (5) MULTITIER SYSTEM OF SUPPORT.—Pro13 viding for a multitier system of support. 

14 (6) SCHOOL LITERACY LEADERSHIP TEAM.— 

15 Forming a school literacy leadership team to help 

16 implement, assess, and identify necessary changes to 

17 the literacy initiatives in 1 or more schools to ensure 

18 success. 

19 (7) LITERACY-RICH ENVIRONMENT.—Providing 

20 high-quality, literacy-rich environments that engage 

21 students with materials and experiences at the stu22 dents’ reading and writing levels. 

23 (8) PLANNING AMONG TEACHERS AND OTHER

24 STAFF.—Providing time for teachers to meet with 


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1 school librarians and other building staff to plan lit2 eracy instruction, as appropriate. 

3 SEC. 11. NATIONAL EVALUATION, INFORMATION DISSEMI4 NATION, AND TECHNICAL ASSISTANCE. 

5 (a) NATIONAL EVALUATION.— 

6 (1) IN GENERAL.—From funds reserved under 

7 paragraph (1)(A) or (2)(A)(iii) of section 5(b), the 

8 Secretary shall enter into a contract with an organi9 zation independent of the Department of Education 

10 for a 5-year national evaluation of the grant and 

11 subgrant programs assisted under this Act. Such 

12 evaluation shall include scientifically valid research 

13 that applies rigorous and systematic procedures to 

14 obtain valid knowledge relevant to the implementa15 tion and effect of the programs. 

16 (2) CONTENTS OF EVALUATION.—The evalua17 tion described in this subsection shall include an 

18 analysis of each of the following: 

19 (A) IMPACT.—The impact of the imple20 mentation of literacy initiatives and practices 

21 supported under this Act on promoting the ap22 propriate development of young children in the 

23 precursors to literacy and increasing student 

24 academic outcomes, including student literacy 

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1 ing (as appropriate), grade promotion, and 

2 graduation to the extent predictable. 

3 (B) IMPLEMENTATION OF CORE FEA4 TURES.—The fidelity of implementation of core 

5 program features, such as coherence of program 

6 across grades, quality of technical assistance, 

7 State and school district leadership, profes8 sional development for teachers and administra9 tors, use of quality materials and pedagogy, and 

10 use of assessment. 

11 (C) STUDENT ACADEMIC OUTCOMES.—The 

12 relationship between implementation of core 

13 features, and student academic outcomes. 

14 (D) OTHER INQUIRIES.—Other inquiries 

15 as designated by the Secretary, such as— 

16 (i) the core functions of literacy initia17 tives that have demonstrated the greatest 

18 impact on student literacy achievement, es19 pecially among students reading below 

20 grade level; 

21 (ii) effective strategies to integrate 

22 State and local standards, curricula, as23 sessments, and interventions to improve 

24 literacy; 


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1 (iii) the types of literacy activities and 

2 professional development that most effec3 tively improve the early reading, writing, 

4 and language skills of children from birth 

5 through kindergarten entry; 

6 (iv) the impact of adolescent literacy 

7 initiatives on student motivation, engage8 ment, and participation in adolescent lit9 eracy activities; 

10 (v) the relationship between students’ 

11 literacy achievement and secondary 

12 schools’ success, including improving grad13 uation rates; and 

14 (vi) effective strategies to integrate 

15 school and public library programs to im16 prove literacy. 

17 (3) PROGRAM IMPROVEMENT.—The findings of 

18 the evaluation conducted under this subsection shall 

19 be— 

20 (A) provided to State educational agencies 

21 and grant recipients for use in program im22 provement; 

23 (B) made publicly available, including on 

24 the Department’s website; and 


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1 (C) submitted to the Committee on Health, 

2 Education, Labor, and Pensions of the Senate 

3 and the Committee on Education and the 

4 Workforce of the House of Representatives. 

5 (b) INFORMATION DISSEMINATION AND TECHNICAL

6 ASSISTANCE.— 

7 (1) IN GENERAL.—From amounts reserved 

8 under paragraph (1)(A) or (2)(A)(iii) of section 5(b) 

9 for a fiscal year, the Secretary, in collaboration with 

10 the regional educational laboratories established 

11 under section 174 of the Education Sciences Reform 

12 Act of 2002 (20 U.S.C. 9564), the comprehensive 

13 centers established under section 203 of the Edu14 cational Technical Assistance Act of 2002 (20 

15 U.S.C. 9602), and the Director of the National In16 stitute of Child Health and Human Development, 

17 shall distribute information on literacy instruction, 

18 including best practices and model programs identi19 fied in the evaluation, other inquiries described in 

20 subsection (a)(2)(D), or related Federal studies of 

21 literacy activities and provide technical assistance in 

22 order to assist States and local educational agencies 

23 in improving literacy instruction and learning. 


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1 (2) DISSEMINATION AND COORDINATION.—The 

2 Secretary shall disseminate the information de3 scribed in paragraph (1) to— 

4 (A) recipients of Federal financial assist5 ance under this Act, the Head Start Act, the 

6 Individuals with Disabilities Education Act (20 

7 U.S.C. 1400 et seq.), and the Adult Education 

8 and Family Literacy Act (20 U.S.C. 9201 et 

9 seq.); and 

10 (B) each Bureau-funded school (as defined 

11 in section 1141 of the Education Amendments 

12 of 1978 (25 U.S.C. 2021)). 

13 (3) USE OF NETWORKS.—In carrying out this 

14 subsection, the Secretary shall, to the extent prac15 ticable, use information and dissemination networks 

16 developed and maintained through other public and 

17 private entities. 

18 SEC. 12. CONSEQUENCES OF INSUFFICIENT PROGRESS, RE19 PORTING REQUIREMENTS, AND CONFLICTS 

20 OF INTEREST. 

21 (a) CONSEQUENCES OF INSUFFICIENT PROGRESS.— 

22 (1) CONSEQUENCES FOR GRANT RECIPIENTS.— 

23 If the Secretary determines that a State educational 

24 agency receiving an award under section 5(b) or an 

25 eligible entity receiving a subgrant under section 9 


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1 or 10 is not making significant progress in meeting 

2 the purposes of this Act and the key metrics identi3 fied by the State educational agency under section 

4 7(b)(2)(C) after the submission of a report described 

5 in subsection (b), then the Secretary may withhold, 

6 in whole or in part, further payments under this Act 

7 in accordance with section 455 of the General Edu8 cation Provisions Act (20 U.S.C. 1234d) or take 

9 such other action authorized by law as the Secretary 

10 determines necessary, including providing technical 

11 assistance upon request of the State educational 

12 agency or eligible entity, respectively. 

13 (2) CONSEQUENCES FOR SUBGRANT RECIPI14 ENTS.— 

15 (A) IN GENERAL.—A State educational 

16 agency receiving an award under section 5(b) 

17 may refuse to award subgrant funds to an eligi18 ble entity under section 9 or 10 if the State 

19 educational agency finds that the eligible entity 

20 is not making significant progress in meeting 

21 the purposes of this Act, after— 

22 (i) affording the eligible entity notice, 

23 a period for correction, and an opportunity 

24 for a hearing; and 


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1 (ii) providing technical assistance to 

2 the eligible entity. 

3 (B) FUNDS AVAILABLE.—Subgrant funds 

4 not awarded under subparagraph (A) shall be 

5 redirected to an eligible entity serving similar 

6 children and students in the same area or re7 gion as the eligible entity not awarded the 

8 subgrant funds, to the greatest extent prac9 ticable. 

10 (b) REPORTING REQUIREMENTS.— 

11 (1) STATE EDUCATIONAL AGENCY REPORTS.— 

12 Each State educational agency receiving an award 

13 under section 5(b) shall report annually to the Sec14 retary regarding the State educational agency’s 

15 progress in addressing the purposes of this Act. 

16 Such report shall include, at a minimum, a descrip17 tion of— 

18 (A) the professional development activities 

19 provided under the award, including types of 

20 activities and entities involved in providing pro21 fessional development to classroom teachers and 

22 other program staff, such as school librarians; 

23 (B) the instruction, strategies, activities, 

24 curricula, materials, and assessments used in 

25 the programs funded under the award; 


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1 (C)(i) the types of programs and, for chil2 dren from birth to kindergarten entry, program 

3 settings, funded under the award; and 

4 (ii) the ages and demographic information 

5 that is not individually identifiable of children 

6 served by the programs funded under the 

7 award; 

8 (D) the experience and qualifications of 

9 the program staff who provide literacy instruc10 tion under the programs funded under the 

11 award, including the experience and qualifica12 tions of those staff working with children with 

13 disabilities or developmental delays and with 

14 English language learners and children from 

15 birth to kindergarten entry; 

16 (E) key data metrics identified under sec17 tion 7(b)(2)(C) used for literacy initiatives; 

18 (F) student performance on relevant pro19 gram metrics, as identified in the State edu20 cation agency’s implementation plan under sec21 tion 7(b)(2)(C), such as— 

22 (i) the number and percentage of chil23 dren reading and writing on grade level by 

24 the end of grade 3; 


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1 (ii) the percent of students served 

2 under the award who receive special edu3 cation services; and 

4 (iii) the instruction and activities de5 livered to at-risk students served under the 

6 award; and 

7 (G) the outcomes of programs and activi8 ties provided under the award. 

9 (2) ELIGIBLE ENTITY REPORTS.—Each eligible 

10 entity receiving a subgrant under section 9 or 10 

11 shall report annually to the State educational agency 

12 regarding the eligible entity’s progress in addressing 

13 the purposes of this Act. Such report shall include, 

14 at a minimum, a description of— 

15 (A) how the subgrant funds were used; 

16 (B) the degree of appropriate develop17 mental progress or literacy achievement growth 

18 of students, disaggregated by the categories de19 scribed in section 1111(b)(2)(C)(v)(II) of the 

20 Elementary and Secondary Education Act of 

21 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II)); and 

22 (C) the results of an external evaluation, if 

23 the Secretary determines applicable. 

24 (c) CONFLICTS OF INTEREST.—The Secretary shall 

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1 scribed in section 5(c) and each member of a State literacy 

2 leadership team participating in a program or activity as3 sisted under this Act does not stand to benefit financially 

4 from a grant or subgrant awarded under this Act. 

5 SEC. 13. RULES OF CONSTRUCTION. 

6 (a) STUDENT ELIGIBILITY.—Nothing in this Act 

7 shall be construed to prohibit students eligible for assist8 ance under title I or III of the Elementary and Secondary 

9 Education Act of 1965 (20 U.S.C. 6301 et seq., 6801 et 

10 seq.) or students eligible for assistance under the Individ11 uals with Disabilities Education Act (20 U.S.C. 1400 et 

12 seq.) from receiving literacy instruction and intervention 

13 under this Act. 

14 (b) IDEA EVALUATION.—The screening assess15 ments, diagnostic assessments, and formative assessments 

16 of reading and writing authorized under this Act shall not 

17 be construed to constitute an evaluation required under 

18 the Individuals with Disabilities Education Act (20 U.S.C. 

19 1400 et seq.). 

20 SEC. 14. AUTHORIZATION OF APPROPRIATIONS. 

21 There are authorized to be appropriated to carry out 

22 this Act— 

23 (1) $2,350,000,000 for fiscal year 2012; 

24 (2) $2,350,000,000 for fiscal year 2013; 

25 (3) $2,350,000,000 for fiscal year 2014; 


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1 (4) $2,350,000,000 for fiscal year 2015; and 

2 (5) $2,350,000,000 for fiscal year 2016. 

Æ 


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