(C) educating parents in the ways they can 
support their child’s communication and lit-
eracy development; 
(D) supporting efforts to link and align 
standards and evidence-based teaching practices 
and instruction in early learning programs serv-
ing children from birth through kindergarten 
entry; 
(E) supporting high-quality, effective edu-
cational and development environments for chil-
dren and students from birth through grade 12 
to develop oral language, reading comprehen-
sion, and writing abilities through evidence- 
based instruction and practices; 
(F) improving student achievement by es-
tablishing literacy initiatives that provide ex-
plicit and systematic instruction in oral lan-
guage, reading, and writing development across 
the curriculum; 
(G) identifying and supporting students 
who are reading and writing below grade level 
by providing evidence-based intensive interven-
tions, including extended learning time, to help 
such students acquire the language and literacy 
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skills they need to graduate from secondary 
school; 
(H) providing assistance to eligible entities 
in order to provide educators with high-quality 
professional development in the essential com-
ponents of early literacy instruction and the es-
sential components of reading and writing in-
struction; 
(I) supporting State educational agencies 
and local educational agencies in using age- and 
developmentally appropriate instructional mate-
rials and strategies, including those consistent 
with universal design for learning, that assist 
teachers as they work with students to develop 
reading and writing competencies appropriate 
to the student’s grade and skill levels; 
(J) supporting State educational agencies 
and eligible entities in improving reading, writ-
ing, and academic achievement for children and 
students, especially those that are low-income, 
limited English proficient, migratory, Indian or 
Alaskan Native, neglected or delinquent, home-
less, in the custody of the child welfare system, 
those that have disabilities, or those who have 
dropped out of school; and 
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(K) strengthening coordination among 
schools, early learning programs, early literacy 
programs, family literacy programs, juvenile 
justice programs, public libraries, and outside- 
of-school programs that provide children and 
youth with strategies, curricula, interventions, 
and assessments designed to advance early and 
continuing language and literacy development in 
ways appropriate for each context. 
SEC. 4. PROGRAMS AUTHORIZED. 
(a) IN GENERAL.—The Secretary is authorized— 
(1) to award State planning grants in accord-
ance with subsection (b) and section 5; and 
(2) to award State implementation grants in ac-
cordance with subsection (b) and section 6 to en-
able— 
(A) the State agency that oversees child 
care programs, in consultation with the State 
Advisory Council on Early Childhood Education 
and Care described in section 642B of the 
Head Start Act and other early childhood agen-
cies, to award subgrants to eligible entities in 
accordance with section 7; 
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(B) the State educational agency to award 
subgrants to eligible entities in accordance with 
section 8; and 
(C) the State educational agency to carry 
out the additional State activities described in 
section 9. 
(b) AWARDS TO STATE EDUCATIONAL AGENCIES.— 
(1) DISCRETIONARY GRANTS.— 
(A) IN GENERAL.—If the amount appro-
priated under section 14 for a fiscal year is less 
than $500,000,000 the Secretary shall— 
(i) reserve not more than 5 percent of 
such amount for the national evaluation, 
dissemination of information, and technical 
assistance under section 10; 
(ii) reserve not more than 5 percent of 
such amount to make awards, on a com-
petitive basis, under section 5; and 
(iii) use the amount not reserved 
under clauses (i) and (ii) to make awards, 
on a competitive basis and based on the 
quality of the applications submitted, to 
State educational agencies that have appli-
cations approved under section 6 to enable 
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the agencies to carry out sections 7 
through 9. 
(B) ALLOCATION
OF
FUNDS.—The Sec-
retary shall allocate the funds described in sub-
paragraph (A)(iii) among approved applicants 
on the basis of the relative number or percent-
age of children counted under section 1124(c) 
of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6333(c)) in a State 
served by an approved applicant compared to 
the number or percentage of such children in all 
States served by approved applicants, except 
that awards under this paragraph shall be of 
sufficient size and scope to be effective. 
(2) FORMULA GRANTS.— 
(A) IN GENERAL.—If the amount appro-
priated under section 14 for a fiscal year is 
equal to or exceeds $500,000,000 the Secretary 
shall— 
(i) reserve not more than 5 percent of 
such amount for the national evaluation, 
dissemination of information, and technical 
assistance under section 10; 
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(ii) reserve not more than 5 percent of 
such amount to make awards, on a com-
petitive basis, under section 5; 
(iii) reserve a total of 1 percent of 
such amount for— 
(I) allotments for the United 
States Virgin Islands, Guam, Amer-
ican Samoa, and the Commonwealth 
of the Northern Mariana Islands, to 
be distributed among such outlying 
areas on the basis of their relative 
need, as determined by the Secretary 
in accordance with the purposes of 
this Act; and 
(II) the Secretary of the Interior 
for 
programs 
under 
sections 
through 9 in schools operated or fund-
ed by the Bureau of Indian Edu-
cation; and 
(iv) use the amount not reserved 
under clauses (i) through (iii) to make 
awards, from allotments under subpara-
graph (B), to State educational agencies 
serving States, excluding States described 
in clause (iii)(I), that have applications ap-
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proved under section 6 to enable the agen-
cies to carry out sections 7 through 9. 
(B) STATE ALLOTMENT FORMULA.—From 
the funds described in subparagraph (A)(iv), 
the Secretary shall make an award to each ap-
proved applicant under section 6 on the basis of 
the relative number of children counted under 
section 1124(c) of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 
6333(c)) in the State served by the applicant 
compared to the number of such children in all 
States served by approved applicants. 
(C) PROPORTIONAL
DIVISION.—In each 
fiscal year, the amount reserved under subpara-
graph (A)(iii) shall be divided between the uses 
described in subclauses (I) and (II) of such sub-
paragraph in the same proportion as the 
amount reserved under section 1121(a) of the 
Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6331(a)) is divided between 
the uses described in paragraphs (1) and (2) of 
such section 1121(a) for such fiscal year. 
(3) CONSULTATION.— 
(A) IN GENERAL.—As applicable, a State 
educational agency that receives a discretionary 
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grant or allotment under this subsection shall 
engage in timely and meaningful consultation 
with representatives of Indian tribes located in 
the State in order to improve the coordination 
of activities designed to develop effective ap-
proaches to achieve the purposes of the Act 
consistent with the cultural, language, and edu-
cational needs of Indian students. 
(B) SPECIAL
RULE.—Of the funds re-
served under paragraph (2)(A)(iii)(II), the Sec-
retary of the Interior shall consult with tribes 
and school boards connected with bureau-fund-
ed schools to ensure allocation of funds to the 
extent possible in accordance with subpara-
graphs (A), (B), and (C) of section 6(a)(2). 
(c) PEER REVIEW.— 
(1) IN GENERAL.—The Secretary shall convene 
a peer review panel to evaluate and make rec-
ommendations to the Secretary regarding each appli-
cation for a grant under section 5 or 6 using the 
evaluation criteria described in paragraph (2). 
(2) 
DEVELOPMENT
OF
EVALUATION
CRI-
TERIA.—The Secretary shall report to the Congress 
the peer review process and evaluation criteria that 
will be used to evaluate grant applications under sec-
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tions 5 and 6 and shall make a copy of the peer re-
view panel’s comments available to the public. 
(d) SUPPLEMENT NOT SUPPLANT.—Grant funds 
provided under this section shall be used to supplement, 
and not supplant, other Federal, State, or local funds that 
would, in the absence of such grant funds, be made avail-
able for literacy instruction and support of children and 
students participating in programs assisted under this 
Act. 
SEC. 5. STATE PLANNING GRANTS. 
(a) PLANNING GRANTS AUTHORIZED.— 
(1) IN GENERAL.—The Secretary may award 
planning grants to State educational agencies to en-
able the State educational agencies to develop or im-
prove a comprehensive plan, in consultation with the 
State agencies that oversee child care and other 
early childhood programs, the State Advisory Coun-
cil on Early Childhood Education and Care, and the 
State Head Start Collaboration Office, to carry out 
activities that improve literacy for children and stu-
dents from birth through grade 12. 
(2) GRANT PERIOD.—A planning grant under 
this section shall be awarded for a period of not 
more than 1 year. 
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(3) NONRENEWABILITY.—The Secretary shall 
not award a State educational agency more than 1 
planning grant under this section. 
(4) RELATION TO IMPLEMENTATION GRANTS.— 
A State educational agency may not receive a plan-
ning grant under this section at the same time it is 
receiving an implementation grant under section 6. 
(b) APPLICATION.—Each State educational agency 
desiring a planning grant under this section shall submit, 
jointly with the State agencies that oversee child care and 
other early childhood programs and the State Advisory 
Council on Early Childhood Education and Care, an appli-
cation to the Secretary at such time, in such manner, and 
accompanied by such information as the Secretary may 
require. 
(c) EXISTING STATE LITERACY PLAN.—An existing 
Federally funded comprehensive State literacy plan may 
be improved using a grant under this section. 
SEC. 6. STATE IMPLEMENTATION GRANTS. 
(a) IMPLEMENTATION GRANTS AUTHORIZED.— 
(1) IN GENERAL.—The Secretary shall award 
implementation grants to State educational agen-
cies— 
(A) to implement, in collaboration with the 
State agencies that oversee child care and other 
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early childhood programs, the State Advisory 
Council on Early Childhood Education and 
Care, and the State Head Start Collaboration 
Office— 
(i) the comprehensive State literacy 
plan developed under section 5, if the State 
educational agency received a grant under 
such section; or 
(ii) another comprehensive State lit-
eracy plan for serving children from birth 
through grade 12; 
(B) to provide funds made available under 
paragraph (2)(A) to the State agency that over-
sees child care programs to award subgrants 
under section 7; 
(C) to award subgrants under section 8; 
and 
(D) to carry out additional State activities 
under section 9. 
(2) USE OF FUNDS.—State educational agency 
shall use implementation grant funds received under 
this section as follows: 
(A) LEARNERS
FROM
BIRTH
THROUGH 
KINDERGARTEN ENTRY.—Not less than 15 per-
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cent of such grant funds shall be used in ac-
cordance with section 7. 
(B) 
STUDENTS
IN
KINDERGARTEN 
THROUGH GRADE 5.—Not less than 40 percent 
of such grant funds shall be used in accordance 
with section 8, to be allocated equitably among 
grades kindergarten through grade 5, unless 
the State educational agency determines than 
an exception is necessary based on a capacity 
survey described in section 8(c)(1). 
(C) STUDENTS
IN
GRADES
THROUGH 
12.—Not less than 40 percent of such grant 
funds shall be used in accordance with section 
8, to be allocated equitably among grades 6 
through 12, unless the State educational agency 
determines that an exception is necessary based 
on a capacity survey described in section 
8(c)(1). 
(D) STATE ACTIVITIES.—Not more than 5 
percent of such grant funds shall be used for 
the State activities described in section 9. 
(3) DURATION
OF
GRANTS.—An implementa-
tion grant under this section shall be awarded for a 
period of not less than 3 years and not more than 
5 years. 
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(4) RENEWALS.— 
(A) IN GENERAL.—Implementation grants 
under this section may be renewed. 
(B) CONDITIONS.—In order to be eligible 
to have an implementation grant renewed under 
this paragraph, the State educational agency, in 
collaboration with the State agencies that over-
see child care and other early childhood pro-
grams and the State Advisory Council on Early 
Childhood Education and Care, shall dem-
onstrate, to the satisfaction of the Secretary, 
that— 
(i) the State educational agency has 
complied with the terms of the grant, in-
cluding using the funds to— 
(I) increase access to high-quality 
professional development; 
(II) use developmentally appro-
priate curricula and teaching mate-
rials; and 
(III) use developmentally appro-
priate classroom-based instructional 
assessments and developmentally ap-
propriate screening and diagnostic as-
sessments; and 
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(ii) with respect to students in kinder-
garten through grade 12, during the period 
of the grant there has been significant 
progress in student achievement, as meas-
ured by appropriate assessments, including 
meeting the measurable annual objectives 
established 
pursuant 
to 
section 
1111(b)(2)(C)(v) of the Elementary and 
Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(2)(C)(v)). 
(b) STATE APPLICATIONS.— 
(1) IN GENERAL.—A State educational agency 
that desires to receive an implementation grant 
under this section shall, in collaboration with the 
State agencies that oversee child care and other 
early childhood programs and the State Advisory 
Council on Early Childhood Education and Care, 
submit an application to the Secretary at such time, 
in such manner, and containing such information as 
the Secretary may require. 
(2) CONTENTS.—An application described in 
paragraph (1) shall include the following: 
(A) STATE LITERACY TEAM AND PLAN.— 
A description of how the State educational 
agency has formed a State literacy leadership 
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team and developed a comprehensive State lit-
eracy plan, as described in section 5. 
(B) CONFLICTS OF INTEREST.—An assur-
ance that the State has a process to safeguard 
against conflicts of interest consistent with sec-
tion 11(c) for individuals providing technical as-
sistance on behalf of the State educational 
agency or the State agencies that oversee child 
care and other early childhood programs or 
serving on the State literacy leadership team. 
(C) IMPLEMENTATION.—An implementa-
tion plan that includes a description of how the 
State educational agency and the State agency 
that oversees child care programs will— 
(i) assist eligible entities with— 
(I) selecting and using screening 
assessments and diagnostic assess-
ments; 
(II) providing classroom-based 
instruction that is supported by one- 
to-one and small group instruction; 
(III) using curricular materials 
and instructional tools, which may in-
clude technology, to improve instruc-
tion and literacy achievement; 
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(IV) using the principles of uni-
versal design for learning in all phases 
of instructional practice, including 
professional development, curriculum 
development and selection of instruc-
tional materials, and classroom in-
struction; 
(V) providing high-quality profes-
sional development as part of such eli-
gible entities’ literacy initiatives to im-
prove the literacy development and 
learning of children and students 
served 
under 
the 
implementation 
grant; and 
(VI) providing diverse learners, 
including English language learners, 
with culturally, linguistically, and de-
velopmentally appropriate curricula, 
instructional 
materials, 
interactive 
technologies, and valid and reliable as-
sessments that support such learners 
in meeting State academic and con-
tent standards; 
(ii) ensure that eligible entities in the 
State have leveraged and are effectively 
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leveraging the resources to implement 
high-quality literacy instruction, and have 
the capacity to implement high-quality lit-
eracy initiatives effectively; 
(iii) ensure that professional develop-
ment activities are based on— 
(I) the essential components of 
early literacy instruction and the es-
sential components of reading and 
writing instruction, as appropriate; 
and 
(II) evidence-based English lan-
guage acquisition and adult learning 
research, as appropriate; 
(iv) coordinate and align, as appro-
priate, the activities assisted under this 
section and sections 7 and 8 with other 
State and local programs that— 
(I) serve children and students, 
and their families; and 
(II) promote literacy instruction 
and learning; 
(v) ensure that funds provided under 
this section are awarded in a manner that 
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will provide services to all age and grade 
levels consistent with section 6(a)(2); 
(vi) award subgrants to eligible enti-
ties to enable the eligible entities to carry 
out the activities described in sections 7 
and 8, including to— 
(I) eligible entities that serve 
rural areas; and 
(II) eligible entities that serve 
urban areas; and 
(vii) assist the eligible entities in the 
State in— 
(I) providing strategic and inten-
sive literacy instruction for students 
reading and writing below grade level, 
including through the use of multi-
tiered systems of supports; 
(II) providing high-quality pro-
fessional development in literacy in-
struction to teachers, including— 
(aa) special education teach-
ers or teachers of students who 
are English language learners; 
and 
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(bb) teachers of core aca-
demic subjects; 
(III) 
addressing 
the 
literacy 
needs of children and students with 
disabilities 
and 
English 
language 
learners served by the eligible entity; 
and 
(IV) providing training to par-
ents so that the parents can partici-
pate in the literacy related activities 
described under sections 7 and 8 to 
assist in the language and literacy de-
velopment of their children. 
(D) KEY DATA METRICS.—A description of 
the key data metrics that will be collected and 
reported annually under section 11(b)(1)(E). 
(E) NATIONAL
EVALUATION.—An assur-
ance that the State educational agency, the 
State agency that awards subgrants under sec-
tion 7, and any eligible entity receiving a 
subgrant under section 7 or 8, will, if re-
quested, participate in the national evaluation 
under section 10. 
(F) PRIORITY.—An assurance that the 
State educational agency and the State agency 
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that oversees child care programs, as appro-
priate, shall prioritize awarding subgrants— 
(i) under section 7, based on the per-
centage of low-income children proposed to 
be served by the applicant; and 
(ii) under section 8, based on the 
number or percentage of children counted 
under section 1124(c) of the Elementary 
and Secondary Education Act of 1965 (20 
U.S.C. 6333(c)) proposed to be served by 
the applicant. 
SEC. 7. SUBGRANTS TO ELIGIBLE ENTITIES IN SUPPORT OF 
LITERACY 
FOR 
CHILDREN 
FROM 
BIRTH 
THROUGH KINDERGARTEN ENTRY. 
(a) SUBGRANTS.—A State educational agency shall 
provide the funds provided under section 4(a)(2)(A) to the 
State agency that oversees child care programs, who shall 
award subgrants, on a competitive basis, in consultation 
with the State Advisory Council on Early Childhood Edu-
cation and Care and other State early childhood agencies, 
to eligible entities to enable the eligible entities to carry 
out the activities described in subsection (e). 
(b) SUFFICIENT SIZE AND SCOPE.—Each subgrant 
awarded under this section shall be of sufficient size and 
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scope to allow the eligible entity to carry out the activities 
described in subsection (e). 
(c) LOCAL APPLICATIONS.—An eligible entity that 
desires to receive a subgrant under this section shall sub-
mit an application to the State agency that oversees child 
care programs, at such time, in such manner, and includ-
ing such information as such agency may require. Such 
application shall include a description of— 
(1) a needs assessment, including an analysis of 
data on child literacy as applicable; 
(2) an implementation plan that utilizes the 
needs assessment described in paragraph 1 that 
identifies a baseline level of literacy and early lit-
eracy skills, as well as benchmarks for making im-
provements and monitoring progress; 
(3) the programs assisted under the subgrant, 
including demographic and socioeconomic informa-
tion on the children from birth through kindergarten 
entry enrolled in the programs; 
(4) a budget for the eligible entity that projects 
the cost of developing and implementing literacy ini-
tiatives to carry out the activities described in sub-
section (e); 
(5) how the subgrant funds will be used to en-
hance the language and literacy aspects of school 
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readiness of children from birth through kinder-
garten entry in early childhood education programs; 
(6) how the subgrant funds will be used to pre-
pare and provide ongoing assistance to staff in the 
programs, through professional development focused 
on the essential components of early literacy instruc-
tion, including onsite intensive mentoring by early 
childhood literacy coaches to provide high-quality lit-
eracy activities based on scientifically valid research 
on child development and learning for children from 
birth through kindergarten entry; 
(7) how the subgrant funds will be used to pro-
vide services, incorporate activities, and select and 
use literacy instructional materials that are based on 
scientifically valid research on child development and 
early learning; 
(8) how the subgrant funds will be used to pro-
vide— 
(A) screening assessments or other appro-
priate measures— 
(i) to effectively identify children from 
birth through kindergarten entry who may 
be at risk for delayed development or later 
academic difficulties; and 
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(ii) to determine whether such chil-
dren are developing the fundamental 
knowledge necessary for literacy, engage-
ment, development, and achievement in 
kindergarten and beyond; and 
(B) diagnostic assessments, as appropriate, 
to determine the need for additional services; 
(C) classroom-based instructional assess-
ments; and 
(D) other appropriate assessments of de-
velopmental progress; 
(9) how the subgrant funds will be used to help 
instructional staff in the programs assisted under 
the subgrant to more effectively meet the diverse de-
velopmental and linguistic needs of children from 
birth through kindergarten entry in the community, 
including the needs of English language learners and 
children with disabilities; 
(10) how the subgrant funds will be used to en-
sure that parents receive instruction— 
(A) on their children’s early literacy devel-
opment; and 
(B) on how parents can support children’s 
literacy development at home; 
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(11) how the subgrant funds will be used to 
help children, particularly children experiencing dif-
ficulty with spoken and written language, to make 
the transition from early education to formal class-
room instruction; 
(12) how the activities assisted under the 
subgrant will be coordinated with literacy instruction 
at the kindergarten through grade 3 levels; 
(13) how the eligible entity will— 
(A) evaluate the success of the activities 
supported under the subgrant in enhancing the 
early language and literacy development of chil-
dren served under such subgrant; and 
(B) evaluate data for program improve-
ment; and 
(14) such other information as the State agency 
that oversees child care programs may require. 
(d) APPROVAL OF LOCAL APPLICATIONS.—The State 
agency that oversees child care programs 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 based on the 
criteria described in section 6(b)(2)(F). 
(e) LOCAL USES OF FUNDS.— 
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(1) REQUIRED USES.—An eligible entity that 
receives a subgrant under this section shall use the 
subgrant funds to carry out the following activities 
to support the development of early language and 
literacy in children from birth through kindergarten 
entry: 
(A) Enhance and improve early learning 
programs to ensure that children in such pro-
grams are provided with high-quality, develop-
mentally appropriate oral language, literature- 
and print-rich environments. 
(B) Provide high-quality professional devel-
opment on how children develop language and 
literacy skills (including children with disabil-
ities and English language learners), and the 
selection and integration of developmentally, 
linguistically, and culturally appropriate literacy 
instructional strategies, activities, and mate-
rials, which may include the use of an early lit-
eracy coach for the staff of the eligible entity, 
in such entity’s curriculum and activities. 
(C) Acquire, provide training for, and im-
plement, as appropriate— 
(i) screening assessments or other ap-
propriate measures to determine whether 
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children from birth through kindergarten 
entry are developing appropriate early lan-
guage and literacy skills; 
(ii) diagnostic assessments, as appro-
priate, to determine the need for additional 
services; and 
(iii) classroom-based instructional as-
sessments. 
(D) Acquire, as appropriate, and integrate 
evidence-based instructional materials, activi-
ties, tools, and measures into the early learning 
programs offered by the eligible entity to im-
prove development of children’s early language 
and literacy skills. 
(2) ALLOWABLE USES.—An eligible entity that 
receives a subgrant under this section may use the 
subgrant funds to carry out either or both of the fol-
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-
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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). 
(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 
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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 
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)); 
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(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. 
(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. 
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(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 
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. 
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(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: 
(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-
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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 
and speaking, literature, and print-rich class-
room environments. 
(D) Provide high-quality professional de-
velopment for instructional staff, including lit-
eracy coaches and teachers of students with dis-
abilities and English language learners. 
(E) Select and administer screening and 
diagnostic assessments and support teachers’ 
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use of formative assessments and assessment 
data to plan instruction. 
(F) Select and implement a multitier sys-
tem of supports that includes intensive, supple-
mental interventions for students. 
(G) Provide training to principals and 
other school and district personnel in imple-
menting the literacy initiative, particularly in 
the areas of— 
(i) utilizing data; 
(ii) assessing the quality of literacy in-
struction across content areas; and 
(iii) providing time and support for 
teachers to plan literacy instruction. 
(H) Provide family literacy services for 
students and their parents, including training 
to enable families and caregivers to support the 
literacy initiative. 
(I) Promote writing experiences and imple-
ment programs that instruct and engage stu-
dents in practicing writing for multiple audi-
ences and purposes appropriate to the interests 
and capacities of students. 
(J) Annually collect, analyze, and report 
data to the State educational agency. 
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(2) ALLOWABLE USES.—An eligible entity that 
receives a subgrant under this section may use the 
subgrant funds to carry out the following activities 
for students in kindergarten through grade 12: 
(A) Acquire and utilize developmentally ap-
propriate instructional materials based on sci-
entifically valid research, including materials 
that utilize technology. 
(B) Hire and train literacy coaches. 
(C) Promote reading, library, and writing 
programs that provide access to engaging read-
ing material in school and at home. 
(D) Connect out-of-school learning oppor-
tunities to in-school learning, including the 
alignment of after-school activities with in- 
school curricula, in order to improve the literacy 
achievement of students. 
(E) Form an acting partnership with 1 or 
more public or private nonprofit organizations 
that have a demonstrated record of effective-
ness in improving literacy development or pro-
viding professional development aligned with 
the activities described in this subsection. 
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(F) Providing time for teachers and school 
librarians to meet to plan literacy instruction, 
as appropriate. 
(f) LIMITATION TO CERTAIN SCHOOLS.—An eligible 
entity receiving a subgrant under this section shall, in dis-
tributing subgrant funds under this subsection, provide 
the subgrant funds only to schools, including public char-
ter schools, that— 
(1) are among the schools served by the eligible 
entity with the highest numbers or percentages of 
students in grades kindergarten through 12 reading 
and writing below grade level, based on the most 
current State data as available; and 
(2) have the highest numbers or percentages of 
children counted under section 1124(c) of the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 6333(c)). 
SEC. 9. ADDITIONAL STATE ACTIVITIES. 
(a) REQUIRED ACTIVITIES.—A State educational 
agency, in consultation with the State agency that over-
sees child care programs, shall use funds made available 
under section 4(a)(2)(C) and described in section 
6(a)(1)(D) to carry out each of the following activities: 
(1) Providing technical assistance or engaging 
qualified providers to provide such assistance, to as-
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sist eligible entities to design and implement literacy 
initiatives. 
(2) Identifying and supporting high-quality pro-
fessional development in literacy instruction for eligi-
ble entities. 
(3) Coordinating activities under this Act with 
reading, writing, and other literacy resources and 
programs across the State. 
(4) Disseminating information, including mak-
ing publicly available on the Web sites of the State 
educational agency and the State agency that over-
sees child care programs, on promising practices to 
improve children’s early literacy and language devel-
opment and student literacy achievement. 
(5) Reviewing and developing recommendations 
in collaboration with teachers, early childhood pro-
viders, statewide educational and professional orga-
nizations representing teachers, and statewide and 
educational and professional organizations rep-
resenting institutions of higher education, to 
strengthen State licensure and certification stand-
ards for literacy instruction in early education 
through grade 12. 
(6) Coordinating with institutions of higher 
education in the State to strengthen and enhance 
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pre-service course work for students preparing to 
teach literacy to children and students from birth 
through grade 12. 
(7) Administration and reporting. 
(b) PERMISSIVE ACTIVITIES.—A State educational 
agency, in collaboration with the State agency that over-
sees child care programs, may use funds made available 
under section 4(a)(2)(C) and described in section 
6(a)(1)(D) to carry out one or more of the following activi-
ties: 
(1) Training personnel of eligible entities to use 
data systems to track student literacy achievement. 
(2) Developing and providing training to lit-
eracy coaches, including literacy coaches with exper-
tise in early literacy development, language develop-
ment, and adolescent literacy. 
SEC. 10. NATIONAL EVALUATION, INFORMATION DISSEMI-
NATION, AND TECHNICAL ASSISTANCE. 
(a) NATIONAL EVALUATION.— 
(1) IN GENERAL.—From funds reserved under 
paragraph (1)(A)(i) or (2)(A)(i) of section 4(b), the 
Secretary shall perform a 5-year national evaluation 
of the grant and subgrant programs assisted under 
this Act by entering into one or more contracts or 
cooperative agreements with independent organiza-
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tions. Such evaluation shall include scientifically 
valid research that applies rigorous and systematic 
procedures to obtain information relevant to the im-
plementation and effect of the programs assisted 
under this Act. 
(2) CONTENTS OF EVALUATION.—The evalua-
tion described in this subsection shall include an 
analysis of each of the following: 
(A) IMPACT.—The impact of literacy ini-
tiatives supported under this Act on improving 
early literacy skills and student academic out-
comes, including student literacy development 
in reading and writing, student literacy develop-
ment in other academic content areas, grade 
promotion, and graduation. 
(B) IMPLEMENTATION
OF
CORE
FEA-
TURES.—The fidelity of implementation of core 
program features, such as coherence of program 
across grades, quality of technical assistance, 
State and school district leadership, profes-
sional development for teachers and administra-
tors, use of quality materials and pedagogy, and 
use of assessment. 
(C) OTHER INQUIRIES.—Other inquiries as 
designated by the Secretary, such as— 
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(i) the types of literacy initiatives that 
have demonstrated the greatest impact on 
student achievement; 
(ii) how State standards, local edu-
cational agency and school curricula, as-
sessments, and interventions combine to 
improve literacy; 
(iii) how screening, diagnostic, and 
formative assessments of reading and writ-
ing assist teachers in identifying students’ 
reading and writing needs; 
(iv) how job-embedded, ongoing, high- 
quality professional development improves 
teacher practice and increases literacy 
skills of children and students; 
(v) the types of literacy activities that 
improve the early reading, writing, and 
language skills of children from birth 
through kindergarten entry; 
(vi) how early learning providers are 
being prepared with scientifically valid re-
search on early childhood literacy and lit-
eracy development; 
(vii) how early literacy instructional 
materials and activities based on scientif-
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ically valid research are being integrated 
into preschools, child care programs and 
programs carried out under the Head 
Start Act (42 U.S.C. 9831 et seq.), and 
family literacy programs; 
(viii) the impact of adolescent literacy 
initiatives on student motivation, engage-
ment, and participation in adolescent lit-
eracy activities; 
(ix) the impact of literacy initiatives 
on diverse learners, including English lan-
guage learners; 
(x) the relationship between students’ 
literacy achievement and secondary school 
graduation rates; and 
(xi) effective strategies to integrate 
school and public library programs to im-
prove literacy. 
(3) REPORTS.— 
(A) INTERIM REPORT.—Not later than 2 
years after the date of the enactment of this 
Act, the Secretary shall submit to the Congress 
an interim report on the national evaluation 
conducted under this subsection. 
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(B) FINAL
REPORT.—Not later than 5 
years after the date of the enactment of this 
Act, the Secretary shall submit a final report 
containing the results of the national evaluation 
conducted under this subsection to— 
(i) State educational agencies and eli-
gible entities on a periodic basis for use in 
program improvement; and 
(ii) the Congress. 
(b) INFORMATION DISSEMINATION AND TECHNICAL 
ASSISTANCE.— 
(1) IN
GENERAL.—From amounts reserved 
under paragraph (1)(A)(i) or (2)(A)(i) of section 
4(b), the Secretary shall, in collaboration with the 
Secretary of Health and Human Services, the Direc-
tor of the National Institute of Child Health and 
Human Development, regional educational labora-
tories established under section 174 of the Edu-
cation Sciences Reform Act of 2002 (20 U.S.C. 
9564), and the comprehensive centers established 
under section 203 of the Educational Technical As-
sistance Act of 2002 (20 U.S.C. 9602), distribute 
information and provide technical assistance on lit-
eracy instruction, including— 
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(A) information on literacy instruction and 
the impact of the instruction on— 
(i) student achievement, motivation, 
and engagement for literacy; and 
(ii) student graduation with a sec-
ondary school diploma; 
(B) information on elements of job-embed-
ded, ongoing, high-quality professional develop-
ment that improves literacy achievement in chil-
dren and students in early education through 
grade 12; and 
(C) information on schools, eligible enti-
ties, and States that have successfully improved 
literacy achievement in early education through 
grade 12. 
(2) DISSEMINATION AND COORDINATION.—The 
Secretary shall disseminate and make publicly avail-
able the information described in paragraph (1) to— 
(A) recipients of Federal financial assist-
ance under this Act, part A of title I of the Ele-
mentary and Secondary Education Act of 1965 
(20 U.S.C. 6311 et seq.), the Head Start Act 
(42 U.S.C. 9831 et seq.), the Individuals with 
Disabilities Education Act (20 U.S.C. 1400 et 
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seq.), and the Adult Education and Family Lit-
eracy Act (20 U.S.C. 9201 et seq.); and 
(B) each school operated or funded by the 
Bureau of Indian Education. 
(3) USE OF NETWORKS.—In carrying out this 
subsection, the Secretary shall, to the extent prac-
ticable, use information and dissemination networks 
developed and maintained through other public and 
private entities. 
SEC. 11. CONSEQUENCES OF INSUFFICIENT PROGRESS, RE-
PORTING REQUIREMENTS, AND CONFLICTS 
OF INTEREST. 
(a) CONSEQUENCES OF INSUFFICIENT PROGRESS.— 
(1) CONSEQUENCES FOR GRANT RECIPIENTS.— 
If the Secretary determines that a State educational 
agency receiving an award under section 4(b) or an 
eligible entity receiving a subgrant under section 7 
or 8 is not making significant progress in meeting 
the purposes of this Act after the submission of a 
report described in subsection (b), then the Sec-
retary 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 action authorized 
by law as the Secretary determines necessary, in-
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cluding providing technical assistance upon request 
of the State educational agency, or eligible entity, 
respectively. 
(2) CONSEQUENCES
FOR
SUBGRANT
RECIPI-
ENTS.—A State educational agency or State agency 
that oversees child care programs, as appropriate, 
receiving an award under section 4(b) may refuse to 
award subgrant funds to an eligible entity under sec-
tion 7 or 8 if such State agency finds that the eligi-
ble entity is not making significant progress in meet-
ing the purposes of this Act, after— 
(A) providing technical assistance to the el-
igible entity; and 
(B) affording the eligible entity notice and 
an opportunity for a hearing. 
(b) REPORTING REQUIREMENTS.— 
(1) STATE EDUCATIONAL AGENCY REPORTS.— 
Each State educational agency receiving an award 
under section 6 shall report annually to the Sec-
retary regarding the State educational agency’s 
progress and the progress of the State agency that 
oversees child care programs in addressing the pur-
poses of this Act. Such report shall include, at a 
minimum, a description of— 
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(A) the professional development activities 
provided under the award, including types of 
activities and entities involved in providing pro-
fessional development to early childhood pro-
viders, classroom teachers, and other instruc-
tional staff; 
(B) instruction, strategies, activities, cur-
ricula, materials, and assessments used in the 
programs funded under the award; 
(C) the types of programs and program 
settings for children younger than kindergarten 
entry funded under the award and the ages, 
grade levels, and demographic information of 
children served by the programs funded under 
the award, except that individually identifiable 
information shall not be included; 
(D) the experience and qualifications of 
the instructional staff who provide literacy in-
struction under the programs funded under the 
award, including the experience and qualifica-
tions of those staff working with children with 
disabilities, English language learners, and chil-
dren younger than kindergarten entry; 
(E) key data metrics used for literacy ini-
tiatives; 
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(F) student performance on relevant pro-
gram metrics, as identified in the State edu-
cation agency’s implementation plan under sec-
tion 6(b)(2)(C), such as— 
(i) the number of students reading 
and writing on grade level by the end of 
the third grade, disaggregated by the sub-
groups 
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)); and 
(ii) the instruction and activities deliv-
ered to at-risk students served under the 
award; and 
(G) the outcomes of programs and activi-
ties provided under the award. 
(2) ELIGIBLE ENTITY REPORTS.—Each eligible 
entity receiving a subgrant under section 7 or 8 
shall report annually to the State educational agency 
or the State agency that oversees child care pro-
grams, as appropriate, regarding the eligible entity’s 
progress in addressing the purposes of this Act. 
Such report shall include, at a minimum, a descrip-
tion of— 
(A) how the subgrant funds were used; 
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(B) the degree of appropriate develop-
mental progress or literacy achievement growth 
of students, including children who are English 
language learners and children with disabilities, 
assisted under the subgrant; 
(C) the professional development of activi-
ties provided under the award, including types 
of activities and entities involved in providing 
professional development to early childhood pro-
viders, classroom teachers, and other instruc-
tional staff; 
(D) instruction, strategies, activities, cur-
ricula, materials, and assessments used in the 
programs funded under the award; 
(E) the types of programs funded under 
the award and the ages, grade levels, and demo-
graphic information of children served by the 
programs funded under the award, except that 
individually identifiable information shall not be 
included; 
(F) the experience and qualifications of the 
instructional staff who provide literacy instruc-
tion under the programs funded under the 
award, including the experience and qualifica-
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tions of those staff working with children with 
disabilities and with English language learners; 
(G) key data metrics used for literacy ini-
tiatives; 
(H) student performance on relevant pro-
gram metrics, as identified in the State edu-
cation agency’s implementation plan under sec-
tion 6(b)(2)(C), such as— 
(i) the number of students reading 
and writing on grade level by the end of 
the third grade, disaggregated by the sub-
groups 
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)); and 
(ii) the instruction and activities deliv-
ered to at-risk students served under the 
award; 
(I) the outcomes of programs and activities 
provided under the award; and 
(J) the results of an external evaluation, if 
the Secretary determines applicable. 
(c) CONFLICTS OF INTEREST.— 
(1) IN GENERAL.—Not later than 30 days after 
the date of the enactment of this Act, the Secretary 
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(ee) a teacher of a core aca-
demic subject; 
(ff) a special education ad-
ministrator; 
(gg) an early learning pro-
vider; 
(hh) a college or university 
professor; 
(ii) a parent; 
(jj) a business leader; 
(kk) a representative from 
the Governor’s office; 
(ll) a representative from 
the State board of education; 
(mm) a representative from 
the State legislature; 
(nn) a nonprofit and com-
munity-based organization pro-
viding literacy instruction and 
support; and 
(oo) a representative from a 
school district superintendent’s 
office. 
(B) INCLUSION OF A PREEXISTING PART-
NERSHIP.—If, before the date of the enactment 
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