through 3 who are experiencing difficulty read-
ing; and
‘‘(D) will carry out professional develop-
ment for the classroom teacher and other teach-
ing staff on the teaching of reading based on
reliable, replicable research on reading;
‘‘(7) shall describe how the local educational
agency provides instruction in reading to children
who have not been determined to be a child with a
disability (as defined in section 602 of the Individ-
uals with Disabilities Education Act), pursuant to
section 614(b)(5) of such Act, because of a lack of
instruction in reading; and
‘‘(8) shall indicate the amount of the subgrant
funds (if any) that the applicant will use to carry
out the duties described in section 15105(b)(2).
‘‘(d) PRIORITY.—In approving applications under
this section, a reading and literacy partnership shall give
priority to applications submitted by applicants who dem-
onstrate that they have established—
‘‘(1) a contractual association with 1 or more
Head Start programs under the Head Start Act
under which—
‘‘(A) the Head Start programs agree to se-
lect the same model or models of reading in-
struction, as a model for implementing and im-
proving the reading readiness of children par-
ticipating in the program, as was selected by
the applicant; and
‘‘(B) the applicant agrees—
‘‘(i) to share with the Head Start pro-
grams an appropriate amount of their in-
formation resources with respect to the
model, such as curricula materials; and
‘‘(ii) to train personnel from the Head
Start programs;
‘‘(2) a contractual association with 1 or more
State- or federally-funded preschool programs, or
family literacy programs, under which—
‘‘(A) the programs agree to select the same
model or models of reading instruction, as a
model for implementing and improving reading
instruction in the program’s programs, as was
selected by the applicant; and
‘‘(B) the applicant agrees to train person-
nel from the programs who work with children
and parents in schools selected under subsection
(a)(2); or
‘‘(3) a contractual association with 1 or more
public libraries providing reading or literacy services
to preschool children, or preschool children and their
families, under which—
‘‘(A) the libraries agree to select the same
model or models of reading instruction, as a
model for implementing and improving reading
instruction in the library’s reading or literacy
programs, as was selected by the applicant; and
‘‘(B) the applicant agrees to train person-
nel, including volunteers, from such programs
who work with preschool children, or preschool
children and their families, in schools selected
under subsection (a)(2).
‘‘(e) USE OF FUNDS.—
‘‘(1) IN GENERAL.—Subject to paragraph (2),
an applicant who receives a subgrant under this sec-
tion may use the subgrant funds to carry out activi-
ties that are authorized by this title and described
in the subgrant application, including the following:
‘‘(A) Making reasonable payments for
technical and other assistance to a person re-
sponsible for the development of a model of
reading instruction, or a person with experience
or expertise about such model and its imple-
mentation, who has agreed to work with the re-
cipient in connection with the implementation of
the model.
‘‘(B) Carrying out a contractual agreement
described in subsection (d).
‘‘(C) Professional development (including
training of volunteers), purchase of curricular
and other supporting materials, and technical
assistance.
‘‘(D) Providing, on a voluntary basis,
training to parents of children enrolled in a
school selected under subsection (a)(2) on how
to help their children with school work, particu-
larly in the development of reading skills. Such
training may be provided directly by the
subgrant recipient, or through a grant or con-
tract with another person. Such training shall
be consistent with reading reforms taking place
in the school setting.
‘‘(E) Carrying out family literacy programs
based on the Even Start family literacy model
authorized under part B of title I to enable par-
ents to be their child’s first and most important
teacher, and making payments for the receipt of
technical assistance for the development of such
programs.
‘‘(F) Providing instruction for parents of
children enrolled in a school selected under sub-
section (a)(2), and others who volunteer to be
reading tutors for such children, in the instruc-
tional practices based on reliable, replicable re-
search on reading used by the applicant.
‘‘(G) Programs to assist those kinder-
garten students enrolled in a school selected
under subsection (a)(2) who are not ready for
the transition to 1st grade, particularly stu-
dents experiencing difficulty with reading skills.
‘‘(H) Providing additional support for stu-
dents, enrolled in a school selected under sub-
section (a)(2), in grades 1 through 3, who are
experiencing difficulty reading, before school,
after school, on weekends, during non-instruc-
tional periods of the school day, or during the
summer using supervised individuals (including
tutors), who have been appropriately trained
using reliable, replicable research on reading.
‘‘(I) Carrying out the duties described in
section 15105(b)(2) for children enrolled in a
school selected under subsection (a)(2).
‘‘(J) Providing reading assistance to chil-
dren who have not been determined to be a
child with a disability (as defined in section 602
of the Individuals with Disabilities Education
Act), pursuant to section 614(b)(5) of such Act,
because of a lack of instruction in reading.
‘‘(2) LIMITATION
ON
ADMINISTRATIVE
EX-
PENSES.—A recipient of a subgrant under this sec-
tion may use not more than 3 percent of the
subgrant funds for administrative costs.
‘‘(f) TRAINING NON-RECIPIENTS.—A recipient of a
subgrant under this section may train, on a fee-for-service
basis, personnel are from schools, or local educational
agencies, that are not receiving such a subgrant in the
instructional practices based on reliable, replicable re-
search on reading used by the recipient. Such a non-recipi-
ent school may use funds received under title I of this Act,
and other appropriate Federal funds used for reading in-
struction, to pay for such training, to the extent consistent
with the law under which such funds were received.
‘‘SEC. 15105. TUTORIAL ASSISTANCE SUBGRANTS.
‘‘(a) IN GENERAL.—
‘‘(1) SUBGRANTS.—A reading and literacy part-
nership that receives a grant under section 15103
shall make subgrants on a competitive basis to—
‘‘(A) local educational agencies that have
at least 1 school in the geographic area served
by the agency that—
‘‘(i) is located in an area designated
as an empowerment zone under part I of
subchapter U of chapter 1 of the Internal
Revenue Code of 1986; or
‘‘(ii) is located in an area designated
as an enterprise community under part I
of subchapter U of chapter 1 of the Inter-
nal Revenue Code of 1986; or
‘‘(B) in the case of local educational agen-
cies that do not have any such empowerment
zone or enterprise community in the State in
which the agency is located, local educational
agencies that have at least 1 school that is iden-
tified for school improvement under section
1116(c) in the geographic area served by the
agency.
‘‘(2) APPLICATIONS.—A local educational agen-
cy that desires to receive a subgrant under this sec-
tion shall submit an application to the reading and
literacy partnership at such time, in such manner,
and including such information as the partnership
may require. The application shall include an assur-
ance that the agency will use the subgrant funds to
carry out the duties described in subsection (b) for
children enrolled in 1 or more schools selected by the
agency and described in paragraph (1).
‘‘(b) USE OF FUNDS.—
‘‘(1) IN GENERAL.—A local educational agency
that receives a subgrant under this section shall
carry out, using the funds provided under the
subgrant, each of the duties described in paragraph
(2).
‘‘(2) DUTIES.—The duties described in this
paragraph are the provision of tutorial assistance in
reading to children who have difficulty reading,
using instructional practices based on the principles
of reliable, replicable research, through the following:
‘‘(A) The promulgation of a set of objective
criteria, pertaining to the ability of a tutorial
assistance provider successfully to provide tuto-
rial assistance in reading, that will be used to
determine in a uniform manner, at the begin-
ning of each school year, the eligibility of tuto-
rial assistance providers, subject to the succeed-
ing subparagraphs of this paragraph, to be in-
cluded on the list described in subparagraph
(B) (and thereby be eligible to enter into a con-
tract pursuant to subparagraph (F)).
‘‘(B) The promulgation, maintenance, and
approval of a list of tutorial assistance provid-
ers eligible to enter into a contract pursuant to
subparagraph (F) who—
‘‘(i) have established a record of effec-
tiveness with respect to reading readiness,
reading instruction for children in kinder-
garten through 3d grade, and early child-
hood literacy;
‘‘(ii) are located in a geographic area
convenient to the school or schools at-
tended by the children who will be receiv-
ing tutorial assistance from the providers;
and
‘‘(iii) are capable of providing tutoring
in reading to children who have difficulty
reading, using instructional practices based
on the principles of reliable, replicable re-
search and consistent with the instruc-
tional methods used by the school the child
attends.
‘‘(C) The development of procedures: (i)
for the receipt of applications for tutorial assist-
ance, from parents who are seeking such assist-
ance for their child or children, that select a tu-
torial assistance provider from the list described
in subparagraph (B) with whom the child or
children will enroll, for tutoring in reading; and
(ii) for considering children for tutorial assist-
ance who are identified under subparagraph
(D) and for whom no application has been sub-
mitted, provided that such procedures are in ac-
cordance with this paragraph and give such
parents the right to select a tutorial assistance
provider from the list referred to in subpara-
graph (B), and shall permit a local educational
agency to recommend a tutorial assistance pro-
vider from the list under subparagraph (B) in
a case where a parent asks for assistance in the
making of such selection.
‘‘(D) The development of a selection proc-
ess for providing tutorial assistance in accord-
ance with this paragraph that limits the provi-
sion of assistance to children identified, by the
school the child attends, as having difficulty
reading, including difficulty mastering essential
phonic, decoding, or vocabulary skills. In the
case of a child included in the selection process
for whom no application has been submitted by
a parent of the child, the child’s eligibilty for
receipt of tutorial assistance shall be deter-
mined under the same procedures, timeframe,
and criteria for consideration as is used to de-
termine the eligibilty of a child whose parent
has submitted such an application. Such local
educational agency shall apply the provisions of
subparagraphs (F) and (G) to a tutorial assist-
ance provider selected for a child whose parent
has not submitted an application pursuant to
subparagraph (C)(i) in the same manner as the
provisions are applied to a provider selected in
an application submitted pursuant to subpara-
graph (C)(i).
‘‘(E) The development of procedures for
selecting children to receive tutorial assistance,
to be used in cases where insufficient funds are
available to provide assistance with respect to
all children identified by a school under sub-
paragraph (D) that—
‘‘(i) gives priority to children who are
determined, through State or local reading
assessments, to be most in need of tutorial
assistance; and
‘‘(ii) gives priority, in cases where
children are determined, through State or
local reading assessments, to be equally in
need of tutorial assistance, based on a ran-
dom selection principle.
‘‘(F) The development of a methodology by
which payments are made directly to tutorial
assistance providers who are identified and se-
lected pursuant to subparagraphs (C), (D), and
(E) that is selected for funding. Such methodol-
ogy shall include the making of a contract, con-
sistent with State and local law, between the tu-
torial assistance provider and the local edu-
cational agency carrying out this paragraph.
Such contract—
‘‘(i) shall contain specific goals and
timetables with respect to the performance
of the tutorial assistance provider;
‘‘(ii) shall require the tutorial assist-
ance provider to report to the parent and
the local educational agency on the provid-
er’s performance in meeting such goals and
timetables; and
‘‘(iii) shall contain provisions with re-
spect to the making of payments to the tu-
torial assistance provider by the local edu-
cational agency.
‘‘(G) The development of procedures under
which the local educational agency carrying out
this paragraph—
‘‘(i) will ensure oversight of the qual-
ity and effectiveness of the tutorial assist-
ance provided by each tutorial assistance
provider that is selected for funding;
‘‘(ii) will remove from the list under
subparagraph (B) ineffective and unsuc-
cessful providers (as determined by the
local educational agency based upon the
performance of the provider with respect to
the goals and timetables contained in the
contract between the agency and the pro-
vider under subparagraph (F));
‘‘(iii) will provide to each parent of a
child identified under subparagraph (D)
who requests such information for the pur-
pose of selecting a tutorial assistance pro-
vider for the child, in a comprehensible for-
mat, information with respect to the qual-
ity and effectiveness of the tutorial assist-
ance referred to in clause (i); and
‘‘(iv) will ensure that each school
identifying a child under subparagraph (D)
will provide upon request, to a parent of
the child, assistance in selecting, from
among the tutorial assistance providers
who are included on the list described in
subparagraph (B), the provider who is best
able to meet the needs of the child.
‘‘(c) DEFINITION.— For the purposes of this section
the term ‘parent’ or ‘parents’ includes a legal guardian
or legal guardians of the child.
‘‘SEC. 15106. PROGRAM EVALUATION.
‘‘(a) IN GENERAL.—From funds reserved under sec-
tion 15109(b)(1), the Secretary shall conduct a national
assessment of the programs under this title. In developing
the criteria for the assessment, the Secretary shall receive
recommendations from the peer review panel convened
under section 15103(f).
‘‘(b) SUBMISSION TO PEER REVIEW PANEL.—The
Secretary shall submit the findings from the assessment
under subsection (a) to the peer review panel convened
under section 15103(f).
‘‘SEC. 15107. INFORMATION DISSEMINATION.
‘‘(a) IN GENERAL.—From funds reserved under sec-
tion 15109(b)(2), the National Institute for Literacy shall
disseminate information on reliable, replicable research on
reading and information on subgrantee projects under sec-
tion 15104 or 15105 that have proven effective. At a mini-
mum, the institute shall disseminate such information to
all recipients of Federal financial assistance under titles
I and VII of this Act, the Head Start Act, the Individuals
with Disabilities Education Act, and the Adult Education
Act.
‘‘(b) COORDINATION.—In carrying out this section,
the National Institute for Literacy—
‘‘(1) shall use, to the extent practicable, infor-
mation networks developed and maintained through
other public and private persons, including the Sec-
retary, the National Center for Family Literacy, and
the Readline Program;
‘‘(2) shall work in conjunction with any panel
convened by the National Institute of Child Health
and Human Development and the Secretary and any
panel convened by the Office of Educational Re-
search and Improvement to assess the current status
of research-based knowledge on reading develop-
ment, including the effectiveness of various ap-
proaches to teaching children to read, with respect
to determining the criteria by which the National In-
stitute for Literacy judges reliable, replicable re-
search and the design of strategies to disseminate
such information; and
‘‘(3) shall assist any reading and literacy part-
nership selected to receive a grant under section
15103, and that requests such assistance—
‘‘(A) in determining whether applications
for subgrants submitted to the partnership
meet the requirements of this title relating to
reliable, replicable research on reading; and
‘‘(B) in the development of subgrant appli-
cation forms.
‘‘SEC. 15108. STATE EVALUATIONS.
‘‘(a) IN GENERAL.—Each reading and literacy part-
nership that receives a grant under this title shall reserve
not more than 2 percent of such grant funds for the pur-
pose of evaluating the success of the partnership’s sub-
grantees in meeting the purposes of this title. At a mini-
mum, the evaluation shall measure the extent to which
students who are the intended beneficiaries of the sub-
grants made by the partnership have improved their read-
ing.
‘‘(b) CONTRACT.—A reading and literacy partnership
shall carry out the evaluation under this section by enter-
ing into a contract with an eligible research institution
under which the institution will perform the evaluation.
‘‘(c) SUBMISSION.—A reading and literacy partner-
ship shall submit the findings from the evaluation under
this section to the Secretary and the peer review panel
convened under section 15103(f). The Secretary and the
peer review panel shall submit a summary of the findings
from the evaluations under this subsection to the appro-
priate committees of the Congress, including the Edu-
cation and the Workforce Committee of the House of Rep-
resentatives.
‘‘SEC. 15109. AUTHORIZATION OF APPROPRIATIONS; RES-
ERVATIONS FROM APPROPRIATIONS; SUN-
SET.
‘‘(a) AUTHORIZATION.—There are authorized to be
appropriated to carry out this title $260,000,000 for fiscal
years 1998, 1999, and 2000.
‘‘(b) RESERVATIONS.—From amount appropriated
under subsection (a), the Secretary—
‘‘(1) shall reserve 1.5 percent of the amount ap-
propriated under subsection (a) for each fiscal year
to carry out section 15106(a);
‘‘(2) shall reserve $5,075,000 to carry out sec-
tions 15103(f)(2) and 15107, of which $5,000,000
shall be reserved for section 15107; and
‘‘(3) shall reserve $10,000,000 to carry out sec-
tion 1202(c).
‘‘(c) SUNSET.—Notwithstanding section 422(a) of
the General Education Provisions Act, this title is re-
pealed, effective September 30, 2000, and is not subject
to extension under such section.’’.
TITLE 
II—AMENDMENTS 
TO
EVEN 
START 
FAMILY 
LIT-
ERACY PROGRAMS
SEC. 201. RESERVATION FOR GRANTS.
Section 1202(c) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6362(c)) is amended
to read as follows:
‘‘(c) RESERVATION FOR GRANTS.—
‘‘(1) GRANTS
AUTHORIZED.—From funds re-
served under section 15109(b)(3), the Secretary
shall award grants, on a competitive basis, to States
to enable such States to plan and implement, state-
wide family literacy initiatives to coordinate and in-
tegrate existing Federal, State, and local literacy re-
sources consistent with the purposes of this part.
Such coordination and integration shall include
funds available under the Adult Education Act,
Head Start, this part, part A of this title, and part
A of title IV of the Social Security Act.
‘‘(2) CONSORTIA.—
‘‘(A) 
ESTABLISHMENT.—To 
receive 
a
grant under this subsection, a State shall estab-
lish a consortium of State-level programs under
the following laws:
‘‘(i) This title.
‘‘(ii) The Head Start Act.
‘‘(iii) The Adult Education Act.
‘‘(iv) All other State-funded preschool
programs and programs providing literacy
services to adults.
‘‘(B) PLAN.—To receive a grant under this
subsection, the consortium established by a
State shall create a plan to use a portion of the
State’s resources, derived from the programs
referred to in subparagraph (A), to strengthen
and expand family literacy services in such
State.
‘‘(C) COORDINATION
WITH
TITLE
XV.—
The consortium shall coordinate its activities
with the activities of the reading and literacy
partnership for the State established under sec-
tion 15103, if the State receives a grant under
such section.
‘‘(3) READING INSTRUCTION.—Statewide family
literacy initiatives implemented under this subsection
shall base reading instruction on reliable, replicable
research on reading (as such terms are defined in
section 15102).
‘‘(4) TECHNICAL ASSISTANCE.—The Secretary
shall provide, directly or through a grant or contract
with an organization with experience in the develop-
ment and operation of successful family literacy
services, technical assistance to States receiving a
grant under this subsection.
‘‘(5) MATCHING
REQUIREMENT.—The Sec-
retary shall not make a grant to a State under this
subsection unless the State agrees that, with respect
to the costs to be incurred by the eligible consortium
in carrying out the activities for which the grant was
awarded, the State will make available non-Federal
contributions in an amount equal to not less than
the Federal funds provided under the grant.’’.
SEC. 202. DEFINITIONS.
Section 1202(e) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6362(e)) is amended—
(1) by redesignating paragraphs (3) and (4) as
paragraphs (4) and (5), respectively; and
(2) by inserting after paragraph (2) the follow-
ing:
‘‘(3) the term ‘family literacy services’ means
services provided to participants on a voluntary basis
that are of sufficient intensity in terms of hours,
and of sufficient duration, to make sustainable
changes in a family (such as eliminating or reducing
welfare dependency) and that integrate all of the fol-
lowing activities:
‘‘(A) Interactive literacy activities between
parents and their children.
‘‘(B) Equipping parents to partner with
their children in learning.
‘‘(C) Parent literacy training, including
training that contributes to economic self-suffi-
ciency.
‘‘(D) Appropriate instruction for children
of parents receiving parent literacy services.’’.
SEC. 203. EVALUATION.
Section 1209 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6369) is amended—
(1) in paragraph (1), by striking ‘‘and’’ at the
end;
(2) in paragraph (2), by striking the period at
the end and inserting ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(3) to provide States and eligible entities re-
ceiving a subgrant under this part, directly or
through a grant or contract with an organization
with experience in the development and operation of
successful family literacy services, technical assist-
ance to ensure local evaluations undertaken under
section 1205(10) provide accurate information on
the effectiveness of programs assisted under this
part.’’.
SEC. 204. INDICATORS OF PROGRAM QUALITY.
(a) IN GENERAL.—The Elementary and Secondary
Education Act of 1965 is amended—
(1) by redesignating section 1210 as section
1212; and
(2) by inserting after section 1209 the follow-
ing:
‘‘SEC. 1210. INDICATORS OF PROGRAM QUALITY.
‘‘Each State receiving funds under this part shall de-
velop, based on the best available research and evaluation
data, indicators of program quality for programs assisted
under this part. Such indicators shall be used to monitor,
evaluate, and improve such programs within the State.
Such indicators shall include the following:
‘‘(1) With respect to eligible participants in a
program who are adults—
‘‘(A) achievement in the areas of reading,
writing, English language acquisition, problem
solving, and numeracy;
‘‘(B) receipt of a high school diploma or a
general equivalency diploma;
‘‘(C) entry into a postsecondary school, job
retraining program, or employment or career
advancement, including the military; and
‘‘(D) such other indicators as the State
may develop.
‘‘(2) With respect to eligible participants in a
program who are children—
‘‘(A) improvement in ability to read on
grade level or reading readiness;
‘‘(B) school attendance;
‘‘(C) grade retention and promotion; and
‘‘(D) such other indicators as the State
may develop.’’.
(b) STATE LEVEL ACTIVITIES.—Section 1203(a) of
the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6363(a)) is amended—
(1) in paragraph (1), by striking ‘‘and’’ at the
end;
(2) in paragraph (2), by striking the period at
the end and inserting ‘‘; and’’; and
(3) by adding at the end the following:
‘‘(3) carrying out section 1210.’’.
(c) AWARD OF SUBGRANTS.—Paragraphs (3) and (4)
of section 1208(b) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6368) are amended to read
as follows:
‘‘(3) CONTINUING
ELIGIBILITY.—In awarding
subgrant funds to continue a program under this
part for the second, third, or fourth year, the State
educational agency shall evaluate the program based
on the indicators of program quality developed by
the State under section 1210. Such evaluation shall
take place after the conclusion of the startup period,
if any.
‘‘(4) INSUFFICIENT
PROGRESS.—The State
educational agency may refuse to award subgrant
funds if such agency finds that the eligible entity
has not sufficiently improved the performance of the
program, as evaluated based on the indicators of
program quality developed by the State under sec-
tion 1210, after—
‘‘(A) providing technical assistance to the
eligible entity; and
‘‘(B) affording the eligible entity notice
and an opportunity for a hearing.’’.