(D)(i) how the school will form a literacy 
leadership team; 
(ii) the composition of the literacy leader-
ship team; and 
(iii) how the literacy leadership team will— 
(I) create an adolescent literacy initia-
tive; 
(II) assess the success of the adoles-
cent literacy initiative; and 
(III) determine what refinements and 
changes are needed to the adolescent lit-
eracy initiative; 
(E) a budget for the school that projects 
the costs of developing and implementing an 
adolescent literacy initiative; and 
(F) an explanation of how the school will 
integrate adolescent literacy instruction into 
core academic subjects. 
(2) A description of— 
(A) the assessment system that will be 
used to track literacy progress in schools that 
the local educational agency or consortium iden-
tifies as participating in a grant program or 
subgrant program, as appropriate, under this 
Act; 
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(B) the types of formative assessments and 
summative assessments that will be used in the 
assessment system; and 
(C) the types of assessment results that 
will determine the success of the adolescent lit-
eracy initiative under this Act. 
(3) How parents will be involved in supporting 
adolescent literacy instruction. 
(4) In the case of a local educational agency de-
siring a grant under section 5(a)(1)(B), an assur-
ance that the local educational agency will, if re-
quested, participate in the national evaluation under 
section 9. 
(c) AWARD BASIS.— 
(1) PRIORITY.— 
(A) IN GENERAL.—The Secretary or the 
State educational agency, as appropriate, shall 
give priority to awarding a grant or subgrant 
under this Act to a local educational agency or 
consortium, on the basis of the factors de-
scribed in subparagraph (B). 
(B) FACTORS.—The factors referred to in 
subparagraph (A) are— 
(i) the number of children aged 5 to 
17 served by the local educational agency 
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or consortium who are from families below 
the poverty level, based on the most recent 
satisfactory data provided to the Secretary 
by the Bureau of the Census for deter-
mining 
eligibility 
under 
section 
1124(c)(1)(A) of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 
6333(c)(1)(A)); 
(ii) the number or percentage of stu-
dents in grades 4 through 12 served by the 
local educational agency or consortium who 
are reading or writing below grade level; 
and 
(iii) the total number or percentage of 
schools served by the local educational 
agency or consortium that— 
(I) enroll students in any of the 
grades 4 through 12; and 
(II) were identified for school im-
provement, corrective action, or re-
structuring under paragraph (1),(7), 
or (8) of section 1116(b) of the Ele-
mentary and Secondary Education 
Act of 1965 (20 U.S.C. 6316(b)) for 
the preceding academic year. 
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(2) AMOUNT OF THE GRANT.—In determining 
the amounts of the grant or subgrant awards under 
this Act, the Secretary or the State educational 
agency, as applicable, shall— 
(A) provide funds in sufficient size and 
scope to enable the local educational agency or 
consortium receiving a grant or subgrant to im-
prove adolescent literacy instruction; and 
(B) provide funds in an amount related to 
the number or percentage of students in grades 
4 through 12 served by the local educational 
agency or consortium who are reading below 
grade level. 
(d) LOCAL AUTHORIZED ACTIVITIES.— 
(1) MANDATORY
ACTIVITIES.—A local edu-
cational agency or consortium that receives a grant 
or subgrant under this Act shall use the grant or 
subgrant funds to carry out all of the following ac-
tivities for students in grades 4 through 12: 
(A) 
Selecting 
and 
administering 
screenings, diagnostic assessments, formative 
assessments, and summative assessments to de-
termine the students’ literacy difficulties, read-
ing and writing levels, and literacy growth. 
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(B) Developing and implementing adoles-
cent literacy plans that serve the needs of stu-
dents (including children with disabilities and 
students who are limited English proficient) 
who are reading or writing significantly below 
grade level, which plans shall— 
(i) provide intensive, accelerated, ex-
plicit instruction in reading to students 
who have significant deficits in reading 
skills; 
(ii) include the research-based ele-
ments of an effective adolescent literacy 
initiative; 
(iii) provide literacy materials and in-
structional strategies to improve reading or 
writing achievement; 
(iv) provide, to teachers in core aca-
demic subjects, high-quality professional 
development that includes instruction on 
utilizing the research-based elements of an 
effective adolescent literacy initiative, in-
cluding utilizing age-appropriate reading 
materials and instructional strategies to 
improve the literacy skills of the students 
within the content area; 
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(v) provide, in addition to regular 
classroom instruction, extended learning 
opportunities for the students during 
school hours or at school facilities; and 
(vi) allow teachers to meet together to 
plan instruction, review the work of the 
students, and analyze literacy data. 
(C) Training school leaders to support, de-
velop, and administer adolescent literacy initia-
tives that— 
(i) utilize data— 
(I) to inform instructional deci-
sions; and 
(II) to assess professional devel-
opment needs; 
(ii) assess the quality of adolescent lit-
eracy instruction in core academic subjects; 
and 
(iii) provide time for teachers to meet 
to plan adolescent literacy instruction in 
core academic subjects. 
(D) Collecting, analyzing, and reporting 
data on the literacy achievement growth of the 
students who are served by the local educational 
agency or consortium and who read or write 
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significantly below grade level (as determined 
by the Secretary or the State educational agen-
cy, as appropriate), which may include con-
tracting with an external evaluator to measure 
the impact of adolescent literacy interventions 
on the students. 
(E) In the case of a local educational agen-
cy or consortium receiving a subgrant under 
subsection (a)— 
(i) collecting and summarizing data— 
(I) to document the effectiveness 
of activities carried out under this Act 
in individual schools and in the local 
educational agency as a whole; and 
(II) to stimulate and accelerate 
improvement 
by 
identifying 
the 
schools that produce significant gains 
in academic achievement; and 
(ii) reporting data to the State edu-
cational agency for all students and cat-
egories of students described in section 
1111(b)(2)(C)(v)(II) of the Elementary 
and Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(2)(C)(v)(II)). 
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(F) In the case of a local educational agen-
cy or consortium receiving a grant under sec-
tion 5(a)(1)(B), submitting to the Secretary, 
not later than 60 days after the termination of 
the third year and the fifth year of the grant 
period, a progress report that contains the in-
formation described in section 6(c)(1)(D)(i) 
with respect to the local educational agency, 
which report shall be reviewed by the peer re-
view panel convened under section 5(d). 
(2) PERMISSIVE
ACTIVITIES.—A local edu-
cational agency or consortium that receives a grant 
or subgrant under this Act may use the grant or 
subgrant funds to carry out any of the following ac-
tivities for students in grades 4 through 12: 
(A) Recruiting, placing, and training ado-
lescent literacy coaches. 
(B) Providing high-quality professional de-
velopment for teachers or identifying providers 
of high-quality professional development for 
teachers. 
(C) Connecting out-of-school learning op-
portunities to in-school learning in order to im-
prove the literacy achievement of the students. 
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(D) Training parents and family members 
to support the improvement of adolescent lit-
eracy, as appropriate. 
(E) Acquiring academically rich literacy 
materials that support multiple reading levels 
and engage the interests of the students. 
(F) Utilizing technology and purchasing 
software to improve literacy achievement. 
(G) Purchasing, implementing, or adapting 
supplementary literacy interventions for stu-
dents who are reading or writing below grade 
level. 
(3) LIMITATION
TO
CERTAIN
SCHOOLS.—A 
local educational agency receiving a subgrant under 
subsection (a) shall, in distributing subgrant funds 
under this subsection, provide funds only to schools 
that both— 
(A) are among the schools served by the 
local educational agency with the highest per-
centages or numbers of students in grades 4 
through 12 reading below grade level, based on 
the most currently available data; and 
(B)(i) are identified for school improve-
ment, corrective action, or restructuring under 
paragraph (1), (7), or (8) of section 1116(b) of 
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the Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 6316(b)); or 
(ii) have the highest percentages or num-
bers of children counted under section 1124(c) 
of such Act (20 U.S.C. 6333(c)). 
SEC. 8. CONSEQUENCES OF INSUFFICIENT PROGRESS. 
(a) CONSEQUENCES
FOR GRANT RECIPIENTS.—If 
the Secretary determines that a State educational agency 
receiving a grant under section 5(b)(1)(D) or a local edu-
cational agency or consortium receiving a grant under sec-
tion 5(a)(1)(B) is not making significant progress in meet-
ing the purposes of this Act after the submission of a 
progress report described in section 6(c)(1)(D) or section 
7(d)(1)(F), respectively, then the Secretary may withhold, 
in whole or in part, further payments under this Act in 
accordance with section 455 of the General Education 
Provisions Act (20 U.S.C. 1234d) or take such other ac-
tion authorized by law as the Secretary determines nec-
essary, including providing technical assistance upon re-
quest of the State educational agency, local educational 
agency, or consortium, respectively. 
(b) CONSEQUENCES FOR SUBGRANT RECIPIENTS.— 
A State educational agency receiving a grant under section 
5(b)(1)(D) may refuse to award subgrant funds to a local 
educational agency or consortium under section 7(a) if the 
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State educational agency finds that the local educational 
agency or consortium is not making significant progress 
in meeting the purposes of this Act, after— 
(1) providing technical assistance to the local 
educational agency or consortium; and 
(2) affording the local educational agency or 
consortium notice and an opportunity for a hearing. 
SEC. 9. NATIONAL EVALUATION. 
(a) IN GENERAL.—From amounts reserved under 
subsection (a)(1) or (b)(1) (as the case may be) of section 
5, the Secretary shall enter into a contract with an inde-
pendent organization to perform a 5-year evaluation of the 
grant and subgrant programs assisted under this Act. 
Such evaluation shall include research that applies rig-
orous, systematic, and objective procedures to obtain valid 
knowledge relevant to literacy development, reading and 
writing instruction, and reading and writing difficulties; 
and includes research that employs experimental, quasi- 
experimental, and qualitative research methods involving 
rigorous data analyses that are adequate to test the stated 
hypotheses and justify the general conclusions drawn. 
(b) CONTENTS OF EVALUATION.—The evaluation de-
scribed in subsection (a) shall include an analysis of each 
of the following: 
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