(I) increase access to high-quality 
professional development; 
(II) use developmentally appro-
priate curricula and teaching mate-
rials; and 
(III) use developmentally appro-
priate classroom-based instructional 
assessments and developmentally ap-
propriate screening and diagnostic as-
sessments; and 
(ii) with respect to students in kinder-
garten through grade 12, during the period 
of the grant there has been significant 
progress in student achievement, as meas-
ured by appropriate assessments, including 
meeting the measurable annual objectives 
established 
pursuant 
to 
section 
1111(b)(2)(C)(v) of the Elementary and 
Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(2)(C)(v)). 
(b) STATE APPLICATIONS.— 
(1) IN GENERAL.—A State educational agency 
that desires to receive an implementation grant 
under this section shall, in collaboration with the 
State agencies that oversee child care and other 
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early childhood programs and the State Advisory 
Council on Early Childhood Education and Care, 
submit an application to the Secretary at such time, 
in such manner, and containing such information as 
the Secretary may require. 
(2) CONTENTS.—An application described in 
paragraph (1) shall include the following: 
(A) STATE LITERACY TEAM AND PLAN.— 
A description of how the State educational 
agency has formed a State literacy leadership 
team and developed a comprehensive State lit-
eracy plan, as described in section 5. 
(B) CONFLICTS OF INTEREST.—An assur-
ance that the State has a process to safeguard 
against conflicts of interest consistent with sec-
tion 11(c) for individuals providing technical as-
sistance on behalf of the State educational 
agency or the State agencies that oversee child 
care and other early childhood programs or 
serving on the State literacy leadership team. 
(C) IMPLEMENTATION.—An implementa-
tion plan that includes a description of how the 
State educational agency and the State agency 
that oversees child care programs will— 
(i) assist eligible entities with— 
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(I) selecting and using screening 
assessments and diagnostic assess-
ments; 
(II) providing classroom-based 
instruction that is supported by one- 
to-one and small group instruction; 
(III) using curricular materials 
and instructional tools, which may in-
clude technology, to improve instruc-
tion and literacy achievement; 
(IV) using the principles of uni-
versal design for learning in all phases 
of instructional practice, including 
professional development, curriculum 
development and selection of instruc-
tional materials, and classroom in-
struction; 
(V) providing high-quality profes-
sional development as part of such eli-
gible entities’ literacy initiatives to im-
prove the literacy development and 
learning of children and students 
served 
under 
the 
implementation 
grant; and 
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(VI) providing diverse learners, 
including English language learners, 
with culturally, linguistically, and de-
velopmentally appropriate curricula, 
instructional 
materials, 
interactive 
technologies, and valid and reliable as-
sessments that support such learners 
in meeting State academic and con-
tent standards; 
(ii) ensure that eligible entities in the 
State have leveraged and are effectively 
leveraging the resources to implement 
high-quality literacy instruction, and have 
the capacity to implement high-quality lit-
eracy initiatives effectively; 
(iii) ensure that professional develop-
ment activities are based on— 
(I) the essential components of 
early literacy instruction and the es-
sential components of reading and 
writing instruction, as appropriate; 
and 
(II) evidence-based English lan-
guage acquisition and adult learning 
research, as appropriate; 
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(iv) coordinate and align, as appro-
priate, the activities assisted under this 
section and sections 7 and 8 with other 
State and local programs that— 
(I) serve children and students, 
and their families; and 
(II) promote literacy instruction 
and learning; 
(v) ensure that funds provided under 
this section are awarded in a manner that 
will provide services to all age and grade 
levels consistent with section 6(a)(2); 
(vi) award subgrants to eligible enti-
ties to enable the eligible entities to carry 
out the activities described in sections 7 
and 8, including to— 
(I) eligible entities that serve 
rural areas; and 
(II) eligible entities that serve 
urban areas; and 
(vii) assist the eligible entities in the 
State in— 
(I) providing strategic and inten-
sive literacy instruction for students 
reading and writing below grade level, 
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including through the use of multi-
tiered systems of supports; 
(II) providing high-quality pro-
fessional development in literacy in-
struction to teachers, including— 
(aa) special education teach-
ers or teachers of students who 
are English language learners; 
and 
(bb) teachers of core aca-
demic subjects; 
(III) 
addressing 
the 
literacy 
needs of children and students with 
disabilities 
and 
English 
language 
learners served by the eligible entity; 
and 
(IV) providing training to par-
ents so that the parents can partici-
pate in the literacy related activities 
described under sections 7 and 8 to 
assist in the language and literacy de-
velopment of their children. 
(D) KEY DATA METRICS.—A description of 
the key data metrics that will be collected and 
reported annually under section 11(b)(1)(E). 
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