grated across the curricula, collaborative, 
and school, setting, and classroom embed-
ded; and 
(ii) that uses student data to improve 
instruction; 
(H) includes and supports teachers in set-
ting high reading and writing achievement goals 
for all students and provides the teachers with 
the instructional tools and skills, including 
strategies consistent with the principles of uni-
versal design for learning, to help students 
reach such goals; and 
(I) is differentiated for educators working 
with children from birth through kindergarten 
entry, students in kindergarten through grade 
5, and students in grades 6 through 12, and, as 
appropriate, by student grade or student need. 
(12) INSTRUCTIONAL STAFF.— 
(A) IN
GENERAL.—The term ‘‘instruc-
tional staff’’ means individuals who have re-
sponsibility for teaching students to read and 
write, or in the case of children from birth to 
kindergarten entry, teaching early literacy skills 
and language development. 
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(B) INCLUSIONS.—Such term includes 
principals, teachers, early learning providers, 
supervisors of instruction, pupil services per-
sonnel, librarians, library school media special-
ists, teachers of academic subjects other than 
reading or writing, other school leaders, literacy 
coaches, and other individuals who have respon-
sibility for assisting children to learn to read 
and write. 
(13) LITERACY
COACH.—The term ‘‘literacy 
coach’’ means a professional— 
(A) who— 
(i) has previous teaching experience 
and— 
(I) for the purpose of literacy 
coaches working with early learning 
programs, has expertise in early child-
hood development and early literacy; 
and 
(II) for the purpose of literacy 
coaches working with kindergarten 
through grade 12— 
(aa) a master’s degree with 
a concentration in reading and 
writing education; or 
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(bb) has demonstrated pro-
ficiency in teaching reading or 
writing in a core academic sub-
ject; and 
(ii) is able to demonstrate the ability 
to help early learning providers or teach-
ers— 
(I) use evidence-based research 
on how children and students become 
successful readers, writers, and com-
municators; 
(II) use multiple forms of assess-
ment to guide instructional decision-
making; 
(III) for the purpose of literacy 
coaches working with— 
(aa) 
early 
learning 
pro-
grams, support and coordinate 
the language and literacy cur-
ricula and activities with the 
overall early childhood education 
program; and 
(bb) 
teachers 
in 
kinder-
garten through grade 12, im-
prove student writing and read-
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ing in and across content areas 
such as mathematics, science, so-
cial studies, and language arts; 
(IV) develop and implement dif-
ferentiated instruction and teaching 
approaches to serve the needs of di-
verse learners, including English lan-
guage learners and children with dis-
abilities; 
(V) use the principles of uni-
versal design for learning in instruc-
tional strategies and in selecting ma-
terials and tools to serve the diverse 
needs 
of 
all 
learners, 
including 
English language learners and chil-
dren with disabilities; 
(VI) employ best practices in en-
gaging instructional staff to change 
school cultures to better encourage 
and support literacy development and 
achievement; 
(VII) use data to improve in-
struction; and 
(VIII) for the purpose of literacy 
coaches working with— 
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(aa) 
early 
learning 
pro-
grams, set developmentally ap-
propriate early literacy goals and 
select and acquire instructional 
tools and skills to help children 
reach such goals; and 
(bb) kindergarten through 
grade 12, set high reading and 
writing achievement goals for all 
students and select and acquire 
instructional tools and skills to 
help students reach such goals; 
and 
(B) whose role with early learning pro-
viders, teachers and school personnel is— 
(i) to provide high-quality professional 
development opportunities in literacy and 
language development for early learning 
providers, teachers and school personnel, 
including in the case of early learning pro-
viders, helping staff in planning and imple-
mentation of ongoing professional develop-
ment; 
(ii) to work cooperatively and collabo-
ratively with principals, teachers, early 
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learning providers and other professionals 
in planning programs to help, as appro-
priate— 
(I) early learning providers iden-
tify children’s early literacy needs so 
that such providers can meet the early 
literacy needs of children at risk for 
delayed development and later aca-
demic difficulties; and 
(II) teachers identify student lit-
eracy needs and teach literacy across 
the content areas so that the teachers 
can meet the needs of students read-
ing and writing below grade level; and 
(iii) to work cooperatively and collabo-
ratively with other professionals in plan-
ning programs to help early learning pro-
viders and teachers teach literacy across 
content areas so that the early learning 
providers and teachers can meet the needs 
of diverse learners, including children with 
disabilities, English language learners, and 
students who are reading at grade level. 
(14) LOCAL EDUCATIONAL AGENCY.—The term 
‘‘local educational agency’’— 
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(A) has the meaning given to that term in 
section 9101 of the Elementary and Secondary 
Education Act of 1965; and 
(B) includes any public charter school that 
constitutes a local educational agency under 
State law. 
(15) MULTITIER SYSTEM OF SUPPORTS.—The 
term ‘‘multitier system of supports’’ means a com-
prehensive system of differentiated supports that in-
cludes evidence-based instruction, universal screen-
ing, progress monitoring, formative assessment, and 
evidence-based interventions matched to student 
needs, and educational decisionmaking using student 
outcome data. 
(16) READING.—The term ‘‘reading’’ means a 
complex system of deriving meaning from print that 
requires all of the following: 
(A) The skills and knowledge to under-
stand how phonemes, or speech sounds, are 
connected to print. 
(B) The ability to decode unfamiliar words. 
(C) The ability to read fluently. 
(D) Sufficient background information and 
vocabulary to foster reading comprehension. 
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