lowing activities to support the development of early 
language and literacy in children from birth through 
kindergarten entry: 
(A) Selecting, developing, and imple-
menting a multitier system of supports. 
(B) Providing activities that encourage 
family literacy experiences and practices and 
educate parents of children enrolled in a pro-
gram receiving funds under this section on the 
development of their children’s early literacy 
skills. 
(f) PROHIBITION.—The use of assessment items and 
data on any assessment authorized under this section to 
provide rewards or sanctions for individual children, early 
learning providers, program directors, or principals is pro-
hibited. 
SEC. 8. SUBGRANTS TO ELIGIBLE ENTITIES IN SUPPORT OF 
LITERACY FOR STUDENTS IN KINDERGARTEN 
THROUGH GRADE 12. 
(a) SUBGRANTS.—A State educational agency shall 
use the implementation grant funds provided under sec-
tion 4(a)(2)(B) to award subgrants, on a competitive 
basis, to eligible entities to enable the eligible entities to 
carry out the activities described in subsection (e). 
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(b) SUFFICIENT SIZE AND SCOPE.—Each subgrant 
awarded under this section shall be of sufficient size and 
scope to allow the eligible entity to carry out the activities 
described in subsection (e). 
(c) LOCAL APPLICATIONS.—An eligible entity desir-
ing to receive a subgrant under this section shall submit 
an application to the State educational agency at such 
time, in such manner, and containing such information as 
the State educational agency may require. Such applica-
tion shall include, the following information: 
(1) CAPACITY SURVEY.—Results of the eligible 
entity’s capacity survey that— 
(A) identify— 
(i) the strengths and weaknesses of 
such entity related to literacy; 
(ii) how subgrant funds will be used 
to inform and improve literacy instruction 
within such entity; and 
(iii) the demographic and socio-
economic information on the students en-
rolled in such entity; and 
(B) include an analysis, disaggregated by 
the 
subgroups 
described 
in 
section 
1111(b)(2)(C)(v)(II) of the Elementary and 
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Secondary Education Act of 1965 (20 U.S.C. 
6311(b)(2)(C)(v)(II)) and by grade level, of— 
(i) State scores on the reading or lan-
guage arts assessments conducted under 
section 1111(b)(3) of the Elementary and 
Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(3)); 
(ii) National Assessment of Edu-
cational Progress reading scores, as appro-
priate; 
(iii) the percentage of students in 
need of reading and writing remediation; 
(iv) core course passing and failure 
rates for secondary school students; 
(v) credit accumulation for secondary 
school students; and 
(vi) graduation rates. 
(2) PROFESSIONAL DEVELOPMENT.—How each 
participating school, eligible entity, or a provider of 
high-quality professional development will provide 
ongoing high-quality professional development in 
language development, English language acquisition 
(as appropriate), and literacy instruction to all 
teachers, principals, and other school leaders served 
by the school. 
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(3) INTERVENTIONS.—How each participating 
school will identify students in need of interventions 
and provide appropriate scientifically valid instruc-
tional interventions or other services which may in-
clude one-on-one instruction and extended learning 
time for struggling students. 
(4) BUDGET.—A budget for each participating 
school that projects the cost of developing and im-
plementing literacy initiatives to carry out the activi-
ties described in subsection (e). 
(5) INTEGRATION.—An explanation of how each 
participating school will integrate literacy instruction 
into core academic subjects. 
(6) COORDINATION.—A description of how each 
participating school will coordinate literacy instruc-
tion with early education, after-school programs, and 
other programs serving students in the school, such 
as library programs, as appropriate. 
(7) 
ASSESSMENTS.—A 
description 
of 
the 
screening, diagnostic, formative, and summative as-
sessments that will be used in an assessment system 
to improve literacy instruction and track student lit-
eracy progress. 
(8) FAMILIES AND CAREGIVERS.—A description 
of how the families and caregivers will be involved 
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in supporting their children’s literacy instruction 
and assessment. 
(9) INITIATIVES.—A description of the literacy 
and other academic initiatives, if any, in place and 
how these initiatives will be coordinated and inte-
grated with activities supported under this section. 
(10) PARTICIPATION IN EVALUATION.—An as-
surance that the eligible entity will, if requested, 
participate in the national evaluation described in 
section 10. 
(d) APPROVAL OF LOCAL APPLICATIONS.—The State 
educational agency shall— 
(1) award subgrants to eligible entities in ac-
cordance with this section based on the quality of 
applications submitted; and 
(2) prioritize awarding subgrants to eligible en-
tities based on the criteria described in section 
6(b)(2)(F). 
(e) LOCAL USES OF FUNDS FOR KINDERGARTEN 
THROUGH GRADE 12.— 
(1) REQUIRED USES.—An eligible entity that 
receives a subgrant under this section shall use the 
subgrant funds to carry out the following activities 
for students in kindergarten through grade 12: 
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(A) Develop and implement a literacy ini-
tiative that— 
(i) includes all of the essential compo-
nents of reading and writing instruction; 
(ii) supports activities that are pro-
vided primarily during the regular school 
day but which may be augmented by in-
struction during nonschool hours or peri-
ods when school is not in session (such as 
before and after school or during summer 
recess); 
(iii) integrates literacy instruction into 
core academic subjects and, to the extent 
practicable, other subjects taught in a 
school, such as career and technical edu-
cation; and 
(iv) addresses the literacy needs of 
English language learners and students 
with disabilities. 
(B) Form school literacy leadership teams 
to help implement, assess, and identify changes 
to the literacy initiative. 
(C) Provide high-quality, developmentally 
appropriate oral language, including listening 
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