A bill to amend the Elementary and Secondary Education Act of 1965 regarding ready school needs reviews.

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Ready Schools Act of 2011''.

SEC. 2. READY SCHOOLS.

    Section 1112(b)(1)(E) of the Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 6312(b)(1)(E)) is amended to read as follows:
                    ``(E) a description of how the local educational 
                agency will assist each elementary school that is 
                served by the local educational agency and that 
                receives assistance under this 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 
                        developing and implementing policies and 
                        procedures that create a school environment and 
                        classroom practices that--
                                    ``(I) support each child in meeting 
                                State and grade level expectations and 
                                challenges, including the academic 
                                content standards and academic 
                                achievement standards under section 
                                1111(b); and
                                    ``(II) support successful 
                                transitions 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 
                                practices, instructional assessments, 
                                and accommodations;
                                    ``(II) appropriate services and 
                                supports for children with disabilities 
                                and children who are limited English 
                                proficient;
                                    ``(III) family and community 
                                engagement 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 
                                        development for elementary 
                                        school principals, other school 
                                        leaders, teachers, and 
                                        specialized instructional 
                                        support personnel in the 
                                        development and learning of 
                                        young children and 
                                        developmentally appropriate 
                                        practice;
                                            ``(bb) the assignment of 
                                        teachers based on degrees and 
                                        certification or licensure for 
                                        teaching children in 
                                        prekindergarten through grade 3 
                                        and appropriate student-to-
                                        teacher ratios for such 
                                        children; and
                                            ``(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 
                                        communication on--

                                                    ``(AA) issues 
                                                relating to continuity 
                                                of high-quality, 
                                                developmentally 
                                                appropriate, and well-
                                                aligned standards, 
                                                curricula, classroom 
                                                practices, and 
                                                instructional 
                                                assessment and 
                                                supports;

                                                    ``(BB) transitions 
                                                between program 
                                                settings; and

                                                    ``(CC) other 
                                                services to support 
                                                learning and 
                                                development; and

                                            ``(bb) other providers of 
                                        services that support learning 
                                        and development, such as 
                                        nutrition, health, and mental 
                                        health services;''.

Summary: Ready Schools Act of 2011 - Amends part A of title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 to require local educational agencies to describe how they will assist each of their elementary schools that receive school improvement funds in conducting a ready school needs review at least once every three years.

 Requires schools to use that review in developing and implementing policies and procedures that create a school environment and classroom practices that: (1) help each child reach state and grade level expectations, including state academic content and achievement standards; and (2) support successful transitions for children.

Requires the review to assess a school's needs for: (1) developmentally appropriate curricula, classroom materials, teaching practices, instructional assessments, and accommodations; (2) services and supports for disabled and limited English proficient children; (3) family and community engagement policies and practices; (4) building and maintaining a school climate that supports positive development and learning; (5) school staff leadership and support; and (6) outreach to, and collaboration with, early childhood education and service providers.