‘‘(2) a contractual association with 1 or more
State- or federally-funded preschool programs, or fam-
ily 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 personnel
from the programs who work with children and
parents in schools receiving funds under the
subgrant; 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 receiving
funds under the subgrant.
‘‘(e) USE OF FUNDS.—
‘‘(1) IN GENERAL.—Subject to paragraph (2), an
applicant who receives a subgrant under this section
may use the subgrant funds to carry out activities
that are authorized by this title and described in the
subgrant application, including the following:
‘‘(A) Making reasonable payments for tech-
nical and other assistance to a person responsible
for the development of a model of reading in-
struction, or a person with experience or exper-
tise about such model and its implementation,
who has agreed to work with the recipient 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, particularly
in the development of reading skills. Such train-
ing may be provided directly by the subgrant re-
cipient, or through a grant or contract with an-
other 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 kindergarten
students enrolled in a school selected under sub-
section (a)(2) who are not ready for the transi-
tion to 1st grade, particularly students experi-
encing 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 ex-
periencing difficulty reading, before school, after
school, on weekends, during non-instructional pe-
riods of the school day, or during the summer
using supervised individuals (including tutors),
who have been appropriately trained using reli-
able, 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, be-
cause of a lack of instruction in reading.
‘‘(2) 
LIMITATION
ON
ADMINISTRATIVE
EX-
PENSES.—A recipient of a subgrant under this section
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 agen-
cies, that are not receiving such a subgrant in the instruc-
tional practices based on reliable, replicable research on
reading used by the recipient. Such a non-recipient school
may use funds received under title I of this Act, and other
appropriate Federal funds used for reading instruction, 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 sub-
chapter U of chapter 1 of the Internal Reve-
nue 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 Internal
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 agency
that desires to receive a subgrant under this section
shall submit an application to the reading and lit-
eracy partnership at such time, in such manner, and
including such information as the partnership may
require. The application shall include an assurance
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
are enrolled, or will enroll, for tutoring in read-
ing.
‘‘(C) The development of a selection process
for funding applications under subparagraph
(B) that limits the provision of assistance to
children who have difficulty reading, including
difficulty mastering essential phonic, decoding,
or vocabulary skills.
‘‘(D) The development of procedures for
funding applications under subparagraph (B), to
be used in cases where insufficient funds are
available to provide assistance with respect to all
complete applications received from eligible par-
ents of children described in subparagraph (C),
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.
‘‘(E) The development of a methodology by
which payments are made directly to tutorial as-
sistance providers identified in applications
under subparagraph (B) that are selected for
funding, and the making of such payments.
‘‘SEC. 15106. PROGRAM EVALUATION.
‘‘(a) IN GENERAL.—From funds reserved under section
15109(b)(1), the Secretary shall conduct a national assess-
ment of the programs under this title. In developing the
criteria for the assessment, the Secretary shall receive rec-
ommendations from the peer review panel convened under
section 15103(f).
‘‘(b) SUBMISSION TO PEER REVIEW PANEL.—The Sec-
retary shall submit the findings from the assessment under
subsection (a) to the peer review panel convened under sec-
tion 15103(f).
‘‘SEC. 15107. INFORMATION DISSEMINATION.
‘‘(a) IN GENERAL.—From funds reserved under section
15109(b)(2), the National Institute for Literacy shall dis-
seminate 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, informa-
tion 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 Research
and Improvement to assess the current status of re-
search-based knowledge on reading development, in-
cluding the effectiveness of various approaches to
teaching children to read, with respect to determining
the criteria by which the National Institute for Lit-
eracy judges reliable, replicable research and the de-
sign 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 purpose
of evaluating the success of the partnership’s subgrantees
in meeting the purposes of this title. At a minimum, the
evaluation shall measure the extent to which students who
are the intended beneficiaries of the subgrants made by the
partnership have improved their reading.
‘‘(b) CONTRACT.—A reading and literacy partnership
shall carry out the evaluation under this section by entering
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 con-
vened 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 appropriate
committees of the Congress, including the Education and
the Workforce Committee of the House of Representatives.
‘‘SEC. 15109. AUTHORIZATION OF APPROPRIATIONS; RES-
ERVATIONS FROM APPROPRIATIONS; SUN-
SET.
‘‘(a) AUTHORIZATION.—There are authorized to be ap-
propriated 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 repealed, ef-
fective September 30, 2000, and is not subject to extension
under such section.’’.