(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 
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 
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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 
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-
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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 
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; 
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(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 
(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, 
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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; 
(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. 
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(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.— 
(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 
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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 
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-
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