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‘‘(9) The provision of assistance to eligible pro-
viders in developing, implementing, and reporting
measurable progress in achieving the objectives of this
subtitle.
‘‘(10) The development and implementation of a
system to assist in the transition from adult basic
education to postsecondary education, including link-
ages with postsecondary educational institutions.
‘‘(11) Integration of literacy and English lan-
guage instruction with occupational skill training,
and promoting linkages with employers.
‘‘(12) Activities to promote workplace literacy
programs.
‘‘(13) Activities to promote and complement local
outreach initiatives described in section 243(b)(3)(F).
‘‘(14) In cooperation with efforts funded under
sections 242 and 243, the development of curriculum
frameworks and rigorous content standards that—
‘‘(A) specify what adult learners should
know and be able to do in the areas of reading
and language arts, mathematics, and English
language acquisition; and
‘‘(B) take into consideration the following:
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‘‘(i) State academic standards estab-
lished under section 1111(b) of the Elemen-
tary and Secondary Education Act of 1965.
‘‘(ii) The current adult skills and lit-
eracy assessments used in the State or out-
lying area.
‘‘(iii) The core indicators of perform-
ance established under section 212(b)(2)(A).
‘‘(iv) Standards and academic require-
ments for enrollment in non-remedial, for-
credit, courses in postsecondary education
institutions supported by the State or out-
lying area.
‘‘(v) Where appropriate, the basic and
literacy skill content of occupational and
industry skill standards widely used by
business and industry in the State or out-
lying area.
‘‘(15) In cooperation with efforts funded under
sections 242 and 243, development and piloting of—
‘‘(A) new assessment tools and strategies
that—
‘‘(i) are based on scientifically based
research, where available and appropriate;
and
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‘‘(ii) identify the needs and capture the
gains of students at all levels, with par-
ticular emphasis on—
‘‘(I) 
students 
at 
the 
lowest
achievement level;
‘‘(II) students who have limited
English proficiency; and
‘‘(III) adults with learning dis-
abilities;
‘‘(B) options for improving teacher quality
and retention; and
‘‘(C) assistance in converting research into
practice.
‘‘(16) The development and implementation of
programs and services to meet the needs of adult
learners with learning disabilities or limited English
proficiency.
‘‘(17) Other activities of statewide significance
that promote the purpose of this title.’’; and
(2) in subsection (c), by striking ‘‘being State- or
outlying area-imposed’’ and inserting ‘‘being imposed
by the State or outlying area’’.
SEC. 210. STATE PLAN.
Section 224 of the Adult Education and Family Lit-
eracy Act (20 U.S.C. 9224) is amended—
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(1) in subsection (a)—
(A) by striking the heading and inserting
‘‘4-YEAR PLANS’’; and
(B) in paragraph (1), by striking ‘‘5’’ and
inserting ‘‘4’’;
(2) in subsection (b)—
(A) in paragraph (1), by inserting ‘‘and the
role of provider and cooperating agencies in pre-
paring the assessment’’ after ‘‘serve’’;
(B) by striking paragraph (2) and inserting
the following:
‘‘(2) a description of how the eligible agency will
address the adult education and literacy needs identi-
fied under paragraph (1) in each workforce develop-
ment area of the State, using funds received under
this subtitle, as well as other Federal, State, or local
funds received in partnership with other agencies for
the purpose of adult literacy as applicable;’’;
(C) in paragraph (3)—
(i) by inserting ‘‘and measure’’ after
‘‘evaluate’’;
(ii) by inserting ‘‘and improvement’’
after ‘‘effectiveness’’; and
(iii) by striking ‘‘212’’ and inserting
‘‘212, including—
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‘‘(A) how the eligible agency will evaluate
and measure annually such effectiveness on a
grant-by-grant basis; and
‘‘(B) how the eligible agency—
‘‘(i) will hold eligible providers ac-
countable regarding the progress of such
providers 
in 
improving 
the 
academic
achievement of participants in adult edu-
cation programs under this subtitle and re-
garding the core indicators of performance
described in section 212(b)(2)(A); and
‘‘(ii) will use technical assistance,
sanctions, and rewards (including alloca-
tion of grant funds based on performance
and termination of grant funds based on
performance)’’;
(D) 
by 
redesignating 
paragraphs 
(5)
through (12) as paragraphs (6) through (13), re-
spectively;
(E) by inserting after paragraph (4) the fol-
lowing:
‘‘(5) a description of how the eligible agency will
improve teacher quality, the professional development
of eligible providers, and instruction;’’;
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(F) in paragraph (6) (as redesignated by
subparagraph (D)), by striking ‘‘who’’ and all
that follows through the semicolon and inserting
‘‘that—
‘‘(A) offers flexible schedules and coordinates
with necessary Federal, State, and local support
services (such as child care, transportation, men-
tal health services, and case management) to en-
able individuals, including individuals with dis-
abilities or individuals with other special needs,
to participate in adult education and literacy
activities; and
‘‘(B) attempts to coordinate with support
services that are not provided under this subtitle
prior to using funds for adult education and lit-
eracy activities provided under this subtitle for
support services;’’;
(G) in paragraph (10) (as redesignated by
subparagraph (D)), by striking ‘‘plan;’’ and in-
serting ‘‘plan, which process—
‘‘(A) shall include the State workforce in-
vestment board, the Governor, State officials rep-
resenting public schools, community colleges, wel-
fare agencies, agencies that provide services to
individuals with disabilities, other State agencies
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that promote or operate adult education and lit-
eracy activities, and direct providers of such
adult literacy services; and
‘‘(B) may include consultation with the
State agency for higher education, institutions
responsible for professional development of adult
education and literacy education program in-
structors, institutions of higher education, rep-
resentatives of business and industry, refugee as-
sistance programs, and community-based organi-
zations (as such term is defined in section
101);’’;
(H) in paragraph (11) (as redesignated by
subparagraph (D))—
(i) by inserting ‘‘assess potential popu-
lation needs and’’ after ‘‘will’’;
(ii) in subparagraph (A), by striking
‘‘students’’ and inserting ‘‘individuals’’;
(iii) in subparagraph (C), by striking
‘‘and’’ after the semicolon; and
(iv) by adding at the end the following:
‘‘(E) the unemployed; and
‘‘(F) those individuals who are employed,
but at levels below self-sufficiency, as defined in
section 101;’’;
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(I) in paragraph (12) (as redesignated by
subparagraph (D))—
(i) by inserting ‘‘and how the plan
submitted under this subtitle is coordinated
with the plan submitted by the State under
title I’’ after ‘‘eligible agency’’; and
(ii) by striking ‘‘and’’ after the semi-
colon;
(J) in paragraph (13) (as redesignated by
subparagraph (D)), by striking ‘‘231(c)(1).’’ and
inserting ‘‘231(c)(1), including—
‘‘(A) how the State will build the capacity
of organizations that provide adult education
and literacy activities; and
‘‘(B) how the State will increase the partici-
pation of business and industry in adult edu-
cation and literacy activities;’’; and
(K) by adding at the end the following:
‘‘(14) a description of how the eligible agency
will consult with any State agency responsible for
postsecondary education to develop adult education
programs and services (including academic skill de-
velopment and support services) that prepare students
to enter postsecondary education upon the attainment
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of a secondary school diploma or its recognized equiv-
alent;
‘‘(15) a description of how the eligible agency
will consult with the State agency responsible for
workforce development to develop adult education pro-
grams and services that are designed to prepare stu-
dents to enter the workforce; and
‘‘(16) a description of how the eligible agency
will improve the professional development of eligible
providers of adult education and literacy activities.’’;
(3) in subsection (c), by adding at the end the
following: ‘‘At the end of the first 2-year period of the
4-year State plan, the eligible agency shall review
and, as needed, revise the 4-year State plan.’’; and
(4) in subsection (d)—
(A) in paragraph (1), by inserting ‘‘, the
chief State school officer, the State officer respon-
sible for administering community and technical
colleges, and the State workforce investment
board’’ after ‘‘Governor’’; and
(B) in paragraph (2), by striking ‘‘com-
ments’’ and all that follows through the period
and inserting ‘‘comments regarding the State
plan by the Governor, the chief State school offi-
cer, the State officer responsible for admin-
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istering community and technical colleges, and
the State workforce investment board, and any
revision to the State plan, are submitted to the
Secretary.’’.
SEC. 211. PROGRAMS FOR CORRECTIONS EDUCATION AND
OTHER INSTITUTIONALIZED INDIVIDUALS.
Section 225 of the Adult Education and Family Lit-
eracy Act (20 U.S.C. 9225) is amended—
(1) in subsection (b)—
(A) in paragraph (1), by striking ‘‘basic
education’’ and inserting ‘‘adult education and
literacy activities’’;
(B) in paragraph (2), by inserting ‘‘and’’
after the semicolon;
(C) by striking paragraph (3); and
(D) by redesignating paragraph (4) as
paragraph (3); and
(2) in subsection (d), by striking ‘‘DEFINITION
OF CRIMINAL OFFENDER.—’’ and inserting ‘‘DEFINI-
TIONS.—In this section:’’.
SEC. 212. GRANTS AND CONTRACTS FOR ELIGIBLE PRO-
VIDERS.
Section 231 of the Adult Education and Family Lit-
eracy Act (20 U.S.C. 9241) is amended—
(1) in subsection (b)—
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(A) in paragraph (1), by striking ‘‘work-
place literacy services’’ and inserting ‘‘workplace
literacy programs’’; and
(B) in paragraph (3), by striking ‘‘literacy’’
and inserting ‘‘language acquisition’’; and
(2) in subsection (e)—
(A) in paragraph (1), by inserting ‘‘to be
achieved annually on the core indicators of per-
formance and employment performance indica-
tors described in section 212(b)(2)’’ after ‘‘out-
comes’’;
(B) by striking paragraph (3) and inserting
the following:
‘‘(3) the commitment of the eligible provider to
be responsive to local needs and to serve individuals
in the community who were identified by the assess-
ment as most in need of adult literacy services, in-
cluding individuals who are low-income, have mini-
mal literacy skills, have learning disabilities, or have
limited English proficiency;’’;
(C) in paragraph (4)(B), by striking ‘‘,
such as’’ and all that follows through the semi-
colon and inserting ‘‘that include the essential
components of reading instruction;’’;