I 
113TH CONGRESS 
1ST SESSION 
H. R. 791 
To amend titles I and II of the Elementary and Secondary Education Act 
of 1965 to strengthen connections to early childhood education programs, 
and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 15, 2013 
Mr. POLIS (for himself and Mr. YOUNG of Alaska) introduced the following 
bill; which was referred to the Committee on Education and the Workforce 
A BILL 
To amend titles I and II of the Elementary and Secondary 
Education Act of 1965 to strengthen connections to early 
childhood education programs, and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Continuum of Learn-
ing Act of 2013’’. 
SEC. 2. TABLE OF CONTENTS. 
The table of contents for this Act is as follows: 
Sec. 1. Short title. 
Sec. 2. Table of contents. 
Sec. 3. References. 
Sec. 4. Findings. 
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TITLE I—IMPROVING THE ACADEMIC ACHIEVEMENT OF THE 
DISADVANTAGED 
Sec. 101. Statement of purpose. 
Sec. 102. School improvement. 
Sec. 103. State plans. 
Sec. 104. Local educational agency plans. 
Sec. 105. Academic assessment and local educational agency and school im-
provement. 
Sec. 106. Qualifications for teachers and paraprofessionals. 
Sec. 107. Coordination requirements. 
Sec. 108. Prohibited use of assessments for young children. 
TITLE II—PREPARING, TRAINING, AND RECRUITING HIGH- 
QUALITY TEACHERS AND PRINCIPALS 
Sec. 201. Purpose. 
Sec. 202. State applications. 
Sec. 203. State use of funds. 
Sec. 204. Local applications and needs assessment. 
Sec. 205. Local use of funds. 
Sec. 206. Definitions. 
Sec. 207. Use of funds for eligible partnerships. 
TITLE III—MISCELLANEOUS 
Sec. 301. Definitions. 
SEC. 3. REFERENCES. 
Except as otherwise expressly provided, whenever in 
this Act an amendment or repeal is expressed in terms 
of an amendment to, or repeal of, a section or other provi-
sion, the reference shall be considered to be made to a 
section or other provision of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 6301 et seq.). 
SEC. 4. FINDINGS. 
Congress finds the following: 
(1) Research conclusively shows that children’s 
experiences in the early years of life influence the 
developing brain and have a significant and lasting 
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impact upon their ability to succeed in school and in 
life. 
(2) All children deserve access to high-quality 
early childhood education programs that support 
their social, emotional, and cognitive development 
and help prepare them to enter school ready to 
learn. 
(3) Research conclusively shows that high-qual-
ity early childhood education programs lead to an in-
crease in positive outcomes for children in multiple 
arenas, including— 
(A) improved socialization skills; 
(B) higher early reading and early mathe-
matics skills; 
(C) decreased grade retention; 
(D) decreased special education or reme-
dial education services, or both; 
(E) decreased involvement with the juve-
nile justice system; 
(F) increased likelihood that children will 
graduate from high school; and 
(G) increased likelihood of employment, 
thus helping support America’s long-term na-
tional economic strength. 
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(4) High-quality early childhood education pro-
grams provide parents the means to work and be fi-
nancially responsible for their families. 
(5) Research conclusively shows the cost-effec-
tiveness of investments in high-quality early child-
hood education programs, with cost savings ranging 
from $7 to $17 for every dollar invested. 
(6) Aligning and connecting Federal and State 
early education efforts with the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 6301 et 
seq.) is critical to establishing quality care and 
learning opportunities for children, beginning at 
birth and continuing through adulthood, thereby 
closing the achievement gap, and improving high 
school graduation rates and college enrollment rates. 
(7) Utilizing existing partnerships, as well as 
instituting new partnerships, between high-quality 
early childhood education programs, particularly in 
high-need communities, and elementary schools will 
provide opportunities for meaningful transitions for 
children and result in a successful elementary and 
secondary education experience. 
(8) Under section 1112(b)(1)(K) of the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 6312(b)(1)(K)), local educational agencies 
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SEC. 102. SCHOOL IMPROVEMENT. 
Section 1003(c) (20 U.S.C. 6303(c)) is amended— 
(1) in paragraph (2), by striking ‘‘and’’ after 
the semicolon; 
(2) in paragraph (3), by striking the period and 
inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(4) with respect to the elementary schools 
served by the local educational agencies, dem-
onstrate a commitment to long-term, high-quality, 
evidence-based strategies for school improvement 
through coordination with early childhood education 
programs and, if available, early childhood home vis-
itation programs, as described under section 511 of 
the Social Security Act (42 U.S.C. 711).’’. 
SEC. 103. STATE PLANS. 
Section 1111 (20 U.S.C. 6311) is amended— 
(1) in subsection (a)(1), by striking ‘‘and par-
ents,’’ and inserting ‘‘parents, the State Advisory 
Council on Early Childhood Education and Care 
designated or established under section 642B of the 
Head Start Act and preschool through grade 20 (P– 
20) councils, to the extent that such councils exist, 
and other community-based providers of early child-
hood education programs,’’; 
(2) in subsection (b)(1)— 
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(A) in subparagraph (A), by striking 
‘‘standards and challenging student academic 
achievement standards’’ and inserting ‘‘stand-
ards, student academic achievement standards, 
and other learning standards (such as social, 
emotional, and physical development and ap-
proaches to learning for children in the early el-
ementary grades and younger children) that are 
challenging and grounded in the appropriate de-
velopmental expectations for children and 
youth,’’; 
(B) by redesignating subparagraphs (E) 
and (F) as subparagraphs (F) and (G), respec-
tively; and 
(C) by inserting after subparagraph (D) 
the following: 
‘‘(E) EARLY LEARNING GUIDELINES AND 
EARLY GRADES STANDARDS.—Not later than 3 
years after the date of enactment of the Con-
tinuum of Learning Act of 2013, the State shall 
carry out the following: 
‘‘(i) EARLY LEARNING GUIDELINES.— 
In collaboration and agreement with the 
State Advisory Council on Early Childhood 
Education and Care designated or estab-
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lished under section 642B of the Head 
Start Act, the State agency designated to 
administer State programs under the Child 
Care and Development Block Grant Act of 
1990 (42 U.S.C. 9858 et seq.), and the 
State educational agency, shall complete a 
review and create or revise, as necessary, 
the State’s early learning guidelines for 
young children in order to promote devel-
opmentally appropriate, high-quality pro-
grams so that the guidelines— 
‘‘(I) address infants, toddlers, 
and preschool age children; 
‘‘(II) are developed in all do-
mains of child development and learn-
ing, as appropriate, for each age 
group (including language, literacy, 
mathematics, creative arts, science, 
social studies, social and emotional de-
velopment, physical development and 
health, and approaches to learning); 
‘‘(III) reflect research and evi-
dence-based developmental and learn-
ing expectations, including the foun-
dation for and progression in how 
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children develop and learn the req-
uisite skills and content forward from 
one stage to the next, including what 
children should know and be able to 
do; 
‘‘(IV) address cultural, linguistic, 
and ability diversity of young children; 
‘‘(V) can inform teaching prac-
tices, improve professional develop-
ment, and support quality services in 
early childhood education programs; 
‘‘(VI) are disseminated to par-
ents, educators, and other stake-
holders; and 
‘‘(VII) for preschool age children, 
appropriately assist in the transition 
of such children to kindergarten; and 
‘‘(ii) EARLY LEARNING STANDARDS.— 
Review and revise, as needed, standards 
for kindergarten through grade 3 to ensure 
that such standards— 
‘‘(I) are developed in all domains 
of child development and learning (in-
cluding language, literacy, mathe-
matics, creative arts, science, social 
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studies, social and emotional develop-
ment, 
physical 
development 
and 
health, and approaches to learning); 
‘‘(II) reflect research and evi-
dence-based development and learning 
expectations for each level and ad-
dress cultural, linguistic, and ability- 
level diversity; and 
‘‘(III) across grade levels, reflect 
progression in how children develop 
and learn the requisite skills and con-
tent from earlier grades forward, in-
cluding preschool.’’; 
(3) in subsection (c)— 
(A) in paragraph (13), by striking ‘‘and’’ 
after the semicolon; 
(B) in paragraph (14), by striking the pe-
riod at the end and inserting ‘‘; and’’; and 
(C) by adding at the end the following: 
‘‘(15) using funds under this part, the State 
educational agency will develop a plan to encourage 
local educational agencies and individual elementary 
schools that are participating in a program assisted 
under this part to offer early childhood education 
programs from birth to the age of mandatory school 
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entry in schools and other settings, such as child 
care or Early Head Start or Head Start program 
carried out under the Head Start Act (42 U.S.C. 
9831 et seq.), by disseminating information through 
publications, conferences, and other events, that de-
scribe how such funds may best be used to support 
such early childhood education programs and evi-
dence-based and promising early childhood home vis-
itation programs, as described under section 511 of 
the Social Security Act (42 U.S.C. 711).’’; 
(4) in subsection (d)— 
(A) in paragraph (1), by striking ‘‘and’’ 
after the semicolon; 
(B) in paragraph (2), by striking the pe-
riod at the end and inserting ‘‘; and’’; and 
(C) by adding at the end the following: 
‘‘(3) reflect the diversity of family cultures, 
structures, and languages.’’; 
(5) in subsection (h)(2)(B)(i)— 
(A) in subclause (I), by striking ‘‘and’’ 
after the semicolon; and 
(B) by adding at the end the following: 
‘‘(III) information that shows 
how children younger than the man-
datory age of school entry are served 
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directly by the local educational agen-
cy, or through contract or other col-
laboration with early childhood pro-
grams, including early childhood home 
visitation 
programs, 
as 
described 
under section 511 of the Social Secu-
rity Act (42 U.S.C. 711), including— 
‘‘(aa) the number of children 
served, disaggregated by income, 
race, and disability status; 
‘‘(bb) a description of the 
services received; and 
‘‘(cc) the amount each local 
educational agency spent using 
grant funds awarded under this 
title on services for such children; 
and’’; and 
(6) by striking subsection (l) and inserting the 
following: 
‘‘(l) CONSTRUCTION.— 
‘‘(1) STUDENT PROMOTION OR GRADUATION.— 
Nothing in this part shall be construed to prescribe 
the use of the academic assessments described in 
this part for student promotion or graduation pur-
poses. 
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‘‘(2) COMPULSORY
EDUCATION
AND
SPECIAL 
EDUCATION SERVICES.—Nothing in this title shall 
be construed to limit a child’s right to compulsory 
education under State law, or to special education 
and related services under the Individuals with Dis-
abilities Education Act.’’. 
SEC. 104. LOCAL EDUCATIONAL AGENCY PLANS. 
Section 1112 (20 U.S.C. 6312) is amended as fol-
lows: 
(1) GENERAL
PLAN
PROVISIONS.—Subsection 
(b)(1) is amended as follows: 
(A) 
JOINT
PROFESSIONAL
DEVELOP-
MENT.—In subparagraph (D), by inserting 
‘‘and joint high-quality, evidence-based profes-
sional development between preschool through 
grade 3 teachers in Head Start programs and, 
as feasible, other community-based early child-
hood education programs,’’ after ‘‘teachers and 
principals,’’. 
(B) READY SCHOOL NEEDS REVIEW.—By 
amending subparagraph (E) to read as follows: 
‘‘(E) a description of how the local edu-
cational agency will assist each elementary 
school that is served by the local educational 
agency and that receives assistance under this 
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part, in conducting, not less often than once 
every 3 years (depending on the needs of the 
school), a ready school needs review that— 
‘‘(i) will be used by the school in de-
veloping and implementing policies and 
procedures that create a school environ-
ment and classroom practices that— 
‘‘(I) support each child in meet-
ing State and grade level expectations 
and challenges, including the aca-
demic content standards and academic 
achievement standards under section 
1111(b); and 
‘‘(II) support successful transi-
tions for children; and 
‘‘(ii) includes, at a minimum, the 
needs of the school regarding— 
‘‘(I) the use of developmentally 
appropriate (including culturally and 
linguistically appropriate) curricula, 
classroom materials, teaching prac-
tices, instructional assessments, and 
accommodations; 
‘‘(II) appropriate services and 
supports for children with disabilities 
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and children who are limited English 
proficient; 
‘‘(III) family and community en-
gagement policies and practices; 
‘‘(IV) building and maintaining a 
school climate that supports positive 
development and learning; 
‘‘(V) leadership and support for 
school staff, including— 
‘‘(aa) professional develop-
ment for elementary school prin-
cipals, 
other 
school 
leaders, 
teachers, and specialized instruc-
tional support personnel in the 
development 
and 
learning 
of 
young 
children 
and 
develop-
mentally appropriate practice; 
‘‘(bb) the assignment of 
teachers based on degrees and 
certification 
or 
licensure 
for 
teaching children in prekinder-
garten through grade 3 and ap-
propriate student-to-teacher ra-
tios for such children; and 
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‘‘(cc) teacher and student 
interactions in the classroom that 
improve instruction and learning; 
and 
‘‘(VI) outreach and collaboration 
with— 
‘‘(aa) early childhood care 
and education providers in the 
school attendance area, including 
ongoing channels of communica-
tion on— 
‘‘(AA) issues relating to 
continuity of high-quality, 
developmentally appropriate, 
and well-aligned standards, 
curricula, classroom prac-
tices, and instructional as-
sessment and supports; 
‘‘(BB) transitions be-
tween program settings; and 
‘‘(CC) other services to 
support learning and devel-
opment; and 
‘‘(bb) other providers of 
services that support learning 
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and development, such as nutri-
tion, health, and mental health 
services;’’. 
(C) ALLOWABLE
USE.—By striking sub-
paragraph (K) and inserting the following: 
‘‘(K) if appropriate, a description of how 
the local educational agency will use funds 
under this part to support educational and de-
velopmental opportunities for young children 
from birth to the age of mandatory school entry 
through early childhood education programs, in-
cluding providing full-day and full-year services, 
or early childhood home visitation programs, as 
described under section 511 of the Social Secu-
rity Act (42 U.S.C. 711);’’. 
(2) NOT AN EVALUATION UNDER IDEA.—Sub-
section (b)(2) is amended— 
(A) in subparagraph (B), by striking the 
period at the end and inserting ‘‘; and’’; and 
(B) by adding at the end the following: 
‘‘(C) to constitute, or construed to con-
stitute, an evaluation required under the Indi-
viduals with Disabilities Education Act.’’. 
(3) CONSULTATION.—By striking paragraph 
(1) of subsection (d) and inserting the following: 
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‘‘(1) CONSULTATION.—Each local educational 
agency plan shall be developed in consultation 
with— 
‘‘(A) teachers, principals, and administra-
tors (including administrators of programs de-
scribed in other parts of this title); 
‘‘(B) other appropriate school personnel; 
‘‘(C) parents of children in schools served 
under this part; and 
‘‘(D) local early childhood councils and 
representatives of community-based early child-
hood education programs, such as Head Start, 
State-funded prekindergarten programs, early 
intervention programs, and child care pro-
viders.’’. 
SEC. 
105. 
ACADEMIC 
ASSESSMENT 
AND 
LOCAL 
EDU-
CATIONAL AGENCY AND SCHOOL IMPROVE-
MENT. 
Section 1116(c)(7)(A) (20 U.S.C. 6316(c)(7)) is 
amended— 
(1) by redesignating clauses (vi), (vii), and 
(viii), as clauses (vii), (viii), and (ix) respectively; 
and 
(2) by inserting after clause (v) the following: 
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‘‘(vi) coordinate, as appropriate, serv-
ices for children before the age of manda-
tory school entry, who are enrolled in an 
early childhood education program.’’. 
SEC. 106. QUALIFICATIONS FOR TEACHERS AND PARA-
PROFESSIONALS. 
Section 1119(a)(1) (20 U.S.C. 6319(a)(1)) is amend-
ed by inserting ‘‘and to the extent feasible, starting with 
the 2015–2016 school year, that teachers placed in class-
rooms to teach children in the early grades of elementary 
school have a specialized early childhood education teach-
ing license, credential, or endorsement’’ before the period. 
SEC. 107. COORDINATION REQUIREMENTS. 
Section 1120B (20 U.S.C. 6322) is amended to read 
as follows: 
‘‘SEC. 1120B. COORDINATION REQUIREMENTS. 
‘‘(a) IN GENERAL.—Each local educational agency 
receiving assistance under this part shall— 
‘‘(1) coordinate, as feasible, with early child-
hood education programs to carry out the activities 
described in subsection (b); and 
‘‘(2) develop agreements with Head Start agen-
cies as specified in section 642(e)(5) of the Head 
Start Act to carry out the activities described in sub-
section (b). 
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‘‘(b) ACTIVITIES.—The activities referred to in sub-
section (a) are activities that increase coordination be-
tween the local educational agency and a Head Start agen-
cy and, to the maximum extent practicable, other entities 
carrying out early childhood education programs, such as 
State-funded prekindergarten, and child care, serving chil-
dren who will attend the schools served by the local edu-
cational agency, including— 
‘‘(1) developing and implementing with local 
Head Start agency staff and staff from other early 
childhood education programs, a systematic and 
comprehensive transition procedure, which shall in-
clude procedures for receiving records regarding 
such children, transferred with the consent of a par-
ent or guardian; 
‘‘(2) establishing channels of communication be-
tween school staff and their counterparts (including 
teachers, social workers, local educational agency li-
aisons designated under section 722(g)(1)(J)(ii) of 
the McKinney-Vento Homeless Assistance Act (42 
U.S.C. 11432(g)(1)(J)(ii)), and health staff) in such 
Head Start agencies and other entities carrying out 
early childhood education programs, as appropriate, 
to facilitate coordination of supportive service deliv-
ery; 
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‘‘(3) establishing ongoing communications be-
tween the Head Start agency or other entities car-
rying out early childhood education programs and 
the local educational agency for developing con-
tinuity of developmentally appropriate curricular ob-
jectives and for shared expectations for children’s 
learning and development as the children transition 
to school; 
‘‘(4) conducting meetings involving parents, 
kindergarten or elementary school teachers, and 
Head Start teachers or, if appropriate, teachers 
from other early childhood education programs to 
discuss the developmental and other needs of chil-
dren and families, and to the appropriate instruc-
tional and noninstructional services; 
‘‘(5) organizing and participating in joint high- 
quality, evidence-based professional development of 
school staff, Head Start program staff, and other 
early childhood education program staff on— 
‘‘(A) developmentally appropriate curricula 
and teaching practices; 
‘‘(B) family engagement; 
‘‘(C) support for children with disabilities 
and dual language learners; and 
‘‘(D) transitions and continuity; and 
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‘‘(6) linking the educational services provided 
by such local educational agency with the services 
provided by local Head Start agencies and, as fea-
sible, other entities carrying out early childhood edu-
cation programs. 
‘‘(c) COORDINATION OF REGULATIONS.—The Sec-
retary shall work with the Secretary of Health and Human 
Services to coordinate regulations promulgated under this 
part with regulations promulgated under the Head Start 
Act, including reasonable compliance measures.’’. 
SEC. 108. PROHIBITED USE OF ASSESSMENTS FOR YOUNG 
CHILDREN. 
Part I of title I (20 U.S.C. 6571 et seq.) is amended 
by adding at the end the following: 
‘‘SEC. 1909. PROHIBITED USE OF ASSESSMENTS FOR YOUNG 
CHILDREN. 
‘‘Funds available under this title may not be used for 
child assessments for children from birth through grade 
2 for any of the following: 
‘‘(1) Assessments that provide or lead to re-
wards or sanctions for individual children, teachers, 
early childhood education programs, or schools. 
‘‘(2) A single assessment used as the primary 
or sole method for assessing program effectiveness. 
‘‘(3) Evaluating such children other than for— 
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‘‘(A) improving instruction or classroom 
environment; 
‘‘(B) targeting high-quality, evidence-based 
professional development; 
‘‘(C) determining the need for health, men-
tal health, disability, or family support services; 
‘‘(D) informing the quality improvement 
process at the State level; 
‘‘(E) program evaluation for the purposes 
of program improvement and parent informa-
tion; or 
‘‘(F) research conducted as part of a na-
tional evaluation.’’. 
TITLE 
II—PREPARING, 
TRAIN-
ING, AND RECRUITING HIGH- 
QUALITY 
TEACHERS 
AND 
PRINCIPALS 
SEC. 201. PURPOSE. 
Section 2101 (20 U.S.C. 6601) is amended— 
(1) in paragraph (1), by striking ‘‘and’’ after 
the semicolon; 
(2) by redesignating paragraph (2) as para-
graph (3); and 
(3) by inserting after paragraph (1) the fol-
lowing: 
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‘‘(2) enhance the knowledge of elementary 
school principals and other school administrators in 
early childhood development and learning and to 
build ongoing relationships with early childhood edu-
cation programs to create a continuum of develop-
mentally appropriate and effective learning; and’’. 
SEC. 202. STATE APPLICATIONS. 
Section 2112(b) (20 U.S.C. 6612(b)) is amended— 
(1) in paragraph (1), by inserting ‘‘and positive 
child development and learning for children in the 
early elementary grades and younger’’ after ‘‘student 
academic achievement’’; 
(2) by redesignating paragraphs (4) through 
(10) and (11) and (12) as paragraphs (5) through 
(11) and (13) and (14), respectively; 
(3) by inserting after paragraph (3) the fol-
lowing: 
‘‘(4) A description of how the State educational 
agency, in collaboration with other agencies that 
oversee early childhood development and education 
programs and the State Advisory Council on Early 
Childhood Education and Care designated or estab-
lished under section 642B of the Head Start Act, 
will ensure that high-quality, evidence-based profes-
sional development activities assisted under this sub-
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part reflect research and best practices across all do-
mains of child development and learning.’’; and 
(4) by inserting after paragraph (11), as redes-
ignated by paragraph (2), the following: 
‘‘(12) A description of the State’s plan for re-
forming, by not later than the end of the 2015–2016 
school year and consistent with section 2113(c)(1), 
teacher certification or licensing requirements that 
reflect the specialized knowledge and skills needed 
for teachers of children in the early grades of ele-
mentary school and younger children, and elemen-
tary school principal certification or licensing re-
quirements to reflect knowledge of child development 
and learning.’’. 
SEC. 203. STATE USE OF FUNDS. 
Section 2113(c) (20 U.S.C. 6613(c)) is amended— 
(1) by striking paragraph (1) and inserting the 
following: 
‘‘(1) Reforming teacher and principal certifi-
cation (including recertification) or licensing require-
ments to ensure that— 
‘‘(A) teachers have the necessary subject 
matter knowledge and teaching skills in the 
academic subjects that the teachers teach and 
the necessary specialized knowledge of child de-
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velopment and learning for those teachers work-
ing with children in the early grades of elemen-
tary school and younger children, including 
knowledge of State early learning guidelines 
and State early grade standards, and under-
standing of child instructional assessment, in-
cluding observational assessment, to improve in-
struction and services for children; 
‘‘(B) principals have the instructional lead-
ership skills, including collaboration with other 
early childhood education providers and support 
services, and knowledge of child development 
and learning to help teachers teach and stu-
dents learn; 
‘‘(C) teacher certification (including recer-
tification) or licensing requirements are aligned 
with challenging State academic content stand-
ards and State early learning guidelines, includ-
ing a separate certification for teachers of early 
childhood education for the early grades of ele-
mentary school and younger children; and 
‘‘(D) teachers have the subject matter 
knowledge and teaching skills, including tech-
nology literacy, and principals have the instruc-
tional leadership skills and knowledge of child 
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development and learning and collaboration 
with early childhood education providers, nec-
essary to help— 
‘‘(i) students meet challenging State 
student academic achievement standards, 
and State early learning guidelines and 
State early grade standards; and 
‘‘(ii) promote appropriate and effec-
tive transitions from early childhood edu-
cation programs to school.’’; 
(2) in paragraph (2)— 
(A) in subparagraph (A), by inserting ‘‘or 
coaching’’ after ‘‘mentoring’’; and 
(B) in subparagraph (B), by inserting 
‘‘and State early learning guidelines, as appro-
priate’’ after ‘‘academic achievement stand-
ards’’; 
(3) in paragraph (4), by inserting ‘‘teachers 
with a specialized certification or licensure in early 
childhood education for the early grades of elemen-
tary school,’’ after ‘‘core academic subjects,’’; 
(4) by redesignating paragraphs (7) through 
(18) as paragraphs (9) through (20), respectively; 
(5) by inserting after paragraph (6) the fol-
lowing: 
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‘‘(7) Developing high-quality, evidence-based 
professional development opportunities— 
‘‘(A) for principals, superintendents, and 
local educational agency staff with responsibility 
for curriculum, assessment, special education, 
and teacher professional development, to gain 
knowledge of— 
‘‘(i) child development and learning 
(including cognitive, social, emotional, and 
physical development and approaches to 
learning) of children from birth through 
the early grades of elementary school; and 
‘‘(ii) 
developmentally 
appropriate 
practices to support children’s positive de-
velopment and learning; and 
‘‘(B) to create collaborations with commu-
nity-based early childhood education programs 
for joint high-quality, evidence-based profes-
sional development and transition activities for 
young children and families. 
‘‘(8) Providing joint high-quality, evidence- 
based professional development for elementary 
school teachers and staff with early childhood edu-
cation program staff, for— 
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‘‘(A) a shared understanding and commu-
nication of continuity of expectations for stu-
dents in all domains of learning and develop-
ment (including language, literacy, mathe-
matics, creative arts, science, social studies, so-
cial and emotional development, physical devel-
opment and health, and approaches to learn-
ing); 
‘‘(B) appropriate curricula and instruc-
tional assessment practices; 
‘‘(C) family engagement; and 
‘‘(D) transition between community-based 
early 
childhood 
education 
programs 
and 
school.’’; 
(6) in paragraph (9), as redesignated by para-
graph (4), by inserting ‘‘and other’’ after ‘‘the aca-
demic’’; 
(7) in paragraph (12), as redesignated by para-
graph (4), by inserting ‘‘teacher mentoring or coach-
ing,’’ after ‘‘peer networks,’’; 
(8) in paragraph (17), as redesignated by para-
graph (4), by inserting ‘‘, including scholarships 
with compensation rewards linked to attaining an 
associate’s degree or a bachelor’s degree in early 
childhood education’’ after ‘‘2001)’’; 
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(9) in paragraph (18), as redesignated by para-
graph (4), by striking ‘‘State academic content 
standards’’ and all that follows through the period 
and inserting ‘‘State academic content standards, 
student academic achievement standards, State early 
learning guidelines, and State assessments, to im-
prove instructional practices and improve student 
academic achievement and areas of development that 
support student cognitive development in the early 
elementary grades and in younger children.’’; and 
(10) in paragraph (20), as redesignated by 
paragraph (4), in subparagraph (A), by inserting 
‘‘preschool teachers (including in community-based 
programs) and’’ after ‘‘placement of’’. 
SEC. 204. LOCAL APPLICATIONS AND NEEDS ASSESSMENT. 
Section 2122(b) (20 U.S.C. 6622(b)) is amended— 
(1) in paragraph (1)(A)— 
(A) in clause (i), by striking ‘‘and State 
assessments’’ and inserting ‘‘State early learn-
ing guidelines, and State assessments’’; and 
(B) in clause (ii), by inserting ‘‘age and 
developmentally 
appropriate’’ 
before 
‘‘cur-
ricula’’; 
(2) in paragraph (4), by inserting ‘‘, including 
joint high-quality, evidence-based professional devel-
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opment with other early childhood education pro-
gram providers such as Head Start providers and 
providers receiving State prekindergarten funds’’ 
after ‘‘local programs’’; and 
(3) in paragraph (9), by striking subparagraphs 
(A) through (D) and inserting the following: 
‘‘(A) teach and address the needs of chil-
dren in the early grades of elementary school 
and younger children with different learning 
styles, particularly students with disabilities, 
students with special learning needs (including 
students who are gifted and talented), students 
with limited English proficiency; 
‘‘(B) improve student behavior in the class-
room and identify early and appropriate inter-
ventions to help students described in subpara-
graph (A) learn; 
‘‘(C) engage families in their child’s edu-
cation in a meaningful, and culturally and lin-
guistically appropriate, manner; 
‘‘(D) understand and use data and assess-
ments to improve classroom practice and stu-
dent learning; and 
‘‘(E) understand and implement effective, 
developmentally appropriate curricula, teaching, 
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and instructional assessment practices for chil-
dren in the early grades of elementary school 
and younger children in all domains of learning 
and development (including language, literacy, 
mathematics, creative arts, science, social stud-
ies, social and emotional development, physical 
development and health, and approaches to 
learning), and including the principles of uni-
versal design for learning.’’. 
SEC. 205. LOCAL USE OF FUNDS. 
Section 2123(a) (20 U.S.C. 6623(a)) is amended— 
(1) in paragraph (1), in the matter preceding 
subparagraph (A), by inserting ‘‘teachers with a cer-
tificate or license in early childhood education for 
the early grades of elementary school and younger 
children,’’ after ‘‘core academic subjects,’’; 
(2) in paragraph (3)(B), by striking clauses (i) 
through (v) and inserting the following: 
‘‘(i) involve collaborative groups of 
teachers and administrators; 
‘‘(ii) involve joint high-quality, evi-
dence-based professional development with 
other early childhood education programs 
(including Head Start programs, child care 
programs, and State funded prekinder-
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garten programs) on developmentally ap-
propriate curricula, assessments for in-
structional improvement, and other sup-
ports of children’s development and learn-
ing and shared expectations for transitions 
from preschool to kindergarten and the 
early elementary grades; 
‘‘(iii) provide training in how to teach 
and address the needs of students with dif-
ferent learning styles, particularly students 
with disabilities, students with special 
learning needs (including students who are 
gifted and talented), and students with 
limited English proficiency; 
‘‘(iv) provide training in child develop-
ment and learning (including cognitive, so-
cial, emotional, and physical development 
and approaches to learning) of children 
from birth through the early grades of ele-
mentary school; 
‘‘(v) provide training in methods of— 
‘‘(I) improving student behavior 
in the classroom; and 
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‘‘(II) identifying early and appro-
priate interventions to help students 
described in clause (iii) learn; 
‘‘(vi) provide training to enable teach-
ers and principals to involve parents in 
their child’s education, especially parents 
of limited English proficient children and 
immigrant children; 
‘‘(vii) provide training on how to un-
derstand and use data and assessments to 
improve classroom practice and student 
learning; and 
‘‘(viii) provide training on how to im-
plement the principles of universal design 
for learning.’’; 
(3) by redesignating paragraphs (7), (8), and 
(10) as paragraphs (8), (9), and (10), respectively; 
and 
(4) by inserting after paragraph (6) the fol-
lowing: 
‘‘(7) Carrying out high-quality, evidence-based 
professional development for elementary school prin-
cipals and other school administrators in early child-
hood development and education, including— 
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‘‘(A) knowledge of child development and 
developmentally 
appropriate 
curricula 
and 
teaching practices; 
‘‘(B) collaboration with community-based 
early childhood education programs, such as 
Head Start programs, Early Head Start pro-
grams, and child care programs; 
‘‘(C) meaningful engagement of families in 
children’s learning and development; and 
‘‘(D) support for teachers in the early 
grades of elementary school to use develop-
mentally, culturally, and linguistically appro-
priate curricula and teaching practices.’’. 
SEC. 206. DEFINITIONS. 
Section 2131(1)(B) (20 U.S.C. 6631(1)(B)) is 
amended by inserting ‘‘an organization that represents 
early childhood education programs in community set-
tings,’’ after ‘‘a principal organization,’’. 
SEC. 207. USE OF FUNDS FOR ELIGIBLE PARTNERSHIPS. 
Section 2134(a)(2) (20 U.S.C. 6634(a)(2)) is amend-
ed by striking subparagraph (A) and inserting the fol-
lowing: 
‘‘(A) ensure that the individuals— 
‘‘(i) are able to use challenging State 
academic content standards and student 
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academic 
achievement 
standards, 
and 
State assessments, to improve instructional 
practices and improve student academic 
achievement; and 
‘‘(ii) who serve children in the early 
grades of elementary school and younger 
children, are able to use State early learn-
ing guidelines and the full range of do-
mains (cognitive, physical, social, emo-
tional, and approaches to learning);’’. 
TITLE III—MISCELLANEOUS 
SEC. 301. DEFINITIONS. 
Section 9101 (20 U.S.C. 7801) is amended— 
(1) by redesignating paragraphs (17) through 
(43) as paragraphs (18) through (44), respectively; 
(2) by inserting after paragraph (16) the fol-
lowing: 
‘‘(17) EARLY
CHILDHOOD
EDUCATION
PRO-
GRAM.—The term ‘early childhood education pro-
gram’ has the meaning given the term in section 103 
of the Higher Education Act of 1965.’’; 
(3) in paragraph (35)(A) (as redesignated by 
paragraph (1))— 
(A) in clause (i), by striking ‘‘the teachers 
teach’’ and inserting ‘‘as well as other learning 
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standards (such as social, emotional, and phys-
ical development and approaches to learning)’’; 
(B) in clause (iii), by inserting ‘‘and other 
learning’’ after ‘‘academic content’’; 
(C) in clause (v)(II), by striking ‘‘or short 
term’’; and 
(D) in clause (viii)(I), by striking ‘‘content 
standards,’’ and inserting ‘‘content and other 
learning standards (such as social, emotional, 
and physical development and approaches to 
learning), and State early learning guidelines,’’; 
and 
(4) by adding at the end the following: 
‘‘(45) UNIVERSAL
DESIGN
FOR
LEARNING.— 
The term ‘universal design for learning’ has the 
meaning given the term in section 103 of the Higher 
Education Act of 1965.’’. 
Æ 
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