Sec. 8. Subgrants to eligible entities in support of literacy for students in kindergarten through grade 12
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A State educational agency shall use the implementation grant funds provided under section 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). 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). An eligible entity desiring 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 the State educational agency may require.
Such application shall include, the following information: Results of the eligible entity’s capacity survey that— identify— the strengths and weaknesses of such entity related to literacy; how subgrant funds will be used to inform and improve literacy instruction within such entity; and the demographic and socioeconomic information on the students enrolled in such entity; and 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— State scores on the reading or language arts assessments conducted under section 1111(b)(3) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(3));
National Assessment of Educational Progress reading scores, as appropriate; the percentage of students in need of reading and writing remediation; core course passing and failure rates for secondary school students; credit accumulation for secondary school students; and graduation rates. 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.
How each participating school will identify students in need of interventions and provide appropriate scientifically valid instructional interventions or other services which may include one-on-one instruction and extended learning time for struggling students. A budget for each participating school that projects the cost of developing and implementing literacy initiatives to carry out the activities described in subsection (e). An explanation of how each participating school will integrate literacy instruction into core academic subjects.
A description of how each participating school will coordinate literacy instruction with early education, after-school programs, and other programs serving students in the school, such as library programs, as appropriate. A description of the screening, diagnostic, formative, and summative assessments that will be used in an assessment system to improve literacy instruction and track student literacy progress. A description of how the families and caregivers will be involved in supporting their children’s literacy instruction and assessment.
A description of the literacy and other academic initiatives, if any, in place and how these initiatives will be coordinated and integrated with activities supported under this section. An assurance that the eligible entity will, if requested, participate in the national evaluation described in section 10. The State educational agency shall— award subgrants to eligible entities in accordance with this section based on the quality of applications submitted; and prioritize awarding subgrants to eligible entities based on the criteria described in section 6(b)(2)(F).
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: Develop and implement a literacy initiative that— includes all of the essential components of reading and writing instruction; supports activities that are provided primarily during the regular school day but which may be augmented by instruction during nonschool hours or periods when school is not in session (such as before and after school or during summer recess); integrates literacy instruction into core academic subjects and, to the extent practicable, other subjects taught in a school, such as career and technical education; and addresses the literacy needs of English language learners and students with disabilities.
Form school literacy leadership teams to help implement, assess, and identify changes to the literacy initiative. Provide high-quality, developmentally appropriate oral language, including listening and speaking, literature, and print-rich classroom environments. Provide high-quality professional development for instructional staff, including literacy coaches and teachers of students with disabilities and English language learners. Select and administer screening and diagnostic assessments and support teachers’ use of formative assessments and assessment data to plan instruction.
Select and implement a multitier system of supports that includes intensive, supplemental interventions for students. Provide training to principals and other school and district personnel in implementing the literacy initiative, particularly in the areas of— utilizing data; assessing the quality of literacy instruction across content areas; and providing time and support for teachers to plan literacy instruction. Provide family literacy services for students and their parents, including training to enable families and caregivers to support the literacy initiative.
Promote writing experiences and implement programs that instruct and engage students in practicing writing for multiple audiences and purposes appropriate to the interests and capacities of students. Annually collect, analyze, and report data to the State educational agency. 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: Acquire and utilize developmentally appropriate instructional materials based on scientifically valid research, including materials that utilize technology.
Hire and train literacy coaches. Promote reading, library, and writing programs that provide access to engaging reading material in school and at home. Connect out-of-school learning opportunities to in-school learning, including the alignment of after-school activities with in-school curricula, in order to improve the literacy achievement of students. Form an acting partnership with 1 or more public or private nonprofit organizations that have a demonstrated record of effectiveness in improving literacy development or providing professional development aligned with the activities described in this subsection.
Providing time for teachers and school librarians to meet to plan literacy instruction, as appropriate. An eligible entity receiving a subgrant under this section shall, in distributing subgrant funds under this subsection, provide the subgrant funds only to schools, including public charter schools, that— 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 have the highest numbers or percentages of children counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6333(c) ).
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Sec. 8
Subgrants to eligible entities in support of literacy for students in kindergarten through grade 12
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