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’ 
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 
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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. 
(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- 
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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. 
(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)). 
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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-
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 
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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 
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. 
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