Sec. 10. Subgrants to eligible entities in support of kindergarten through grade 12 literacy
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A State educational agency shall use a portion of the implementation grant funds provided under subparagraph
(C)or (D)(ii) of section 5(a)(1) to award subgrants, on a competitive basis, to eligible entities to enable the eligible entities to carry out the authorized activities described in subsections
(b)and (c). A State educational agency shall award subgrants under this section of sufficient size and scope to allow the eligible entities to carry out high-quality literacy initiatives in each grade level for which the subgrant funds are provided. 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, for each school that the eligible entity identifies as participating in a subgrant program under this section, the following information: A description of the eligible entity’s capacity survey conducted to identify how subgrant funds will be used to inform and improve comprehensive literacy instruction at the school. How the school, the local educational agency, or a provider of high-quality professional development will provide ongoing high-quality professional development to all teachers, including early childhood educators, principals, and other instructional leaders served by the school, including early learning program administrators. How the school will identify children in need of literacy interventions or other support services and provide appropriate scientifically valid instructional interventions or other support services which may include extended learning time for struggling children. A budget for the school that projects the cost of developing and implementing literacy initiatives to carry out the activities described in subsections
(b)and
(c)as applicable. An explanation of how the school will integrate comprehensive literacy instruction into core academic subjects. A description of how the school will coordinate comprehensive literacy instruction with early learning and after-school programs and activities in the area served by the local educational agency, such as school library programs. A description of the assessments that will be used in an assessment system to improve comprehensive literacy instruction and track child literacy progress. A description of how families and caregivers will be involved in supporting their children’s literacy instruction and assessment. A description of how, if an eligible entity is requesting a planning period, the eligible entity will use that planning period to prepare for successful implementation of a plan to support the development of learning and literacy consistent with the purposes of this Act. A description of the literacy 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 11. An eligible entity that receives a subgrant under this section shall use the subgrant funds to carry out the following activities pertaining to children in kindergarten through grade 5: Developing and implementing a literacy plan across content areas that— serves the needs of all children, including children with disabilities and English learners, especially children who are reading or writing below grade level; provides intensive, supplemental, accelerated, and explicit intervention and support in reading and writing for children whose literacy skills are below grade level; and supports activities that are provided primarily during the regular school day but which may be augmented by after-school and out-of-school time instruction. Acquiring, providing training for, selecting, and administering assessments, and managing, monitoring, and planning instruction based on the assessment data. Providing high-quality professional development opportunities for teachers, literacy coaches, literacy specialists, English as a second language specialists (as appropriate), principals, and other program staff. Training principals, specialized instruction support personnel, and other school district personnel to support, develop, administer, and evaluate high-quality kindergarten through grade 5 literacy initiatives that— utilize data— to inform instructional decisions; and to assess professional development needs; and provide time and support for teachers to meet to plan comprehensive literacy instruction. Coordinating the involvement of early learning program staff, principals, other instructional leaders, teachers, teacher literacy teams, English as a second language specialists (as appropriate), special educators, and school librarians in the literacy development of children served under this Act. Engaging families and encouraging family literacy experiences and practices to support literacy development. Annually collecting, summarizing, and reporting to the State educational agency data— to document and monitor for the purpose of improving practice, improvements, or increases in children’s reading and writing pursuant to activities carried out under this section; to stimulate and accelerate improvement by identifying the schools that produce significant gains in literacy achievement; and for all children and categories of children, including the groups of students 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) ), in a manner that utilizes a variety of measures and that is consistent across the State. An eligible entity that receives a subgrant under this section shall use subgrant funds to carry out the following activities pertaining to children in grades 6 through 12: Developing and implementing a literacy plan described in paragraphs (1), (2), (3), (6), and
(7)of subsection
(b)for children in grades 6 through 12. Training principals, specialized instruction support personnel, and other instructional leaders to support, develop, administer, and evaluate high-quality adolescent literacy initiatives that— utilize data— to inform instructional decisions and allow for personalization of instruction based on a child's need; and to assess professional development needs; assess the quality of adolescent comprehensive literacy instruction in core academic subjects, and career and technical education subjects where such career and technical education subjects provide for the integration of core academic subjects; provide time for teachers to meet to plan research-based adolescent comprehensive literacy instruction in core academic subjects, and career and technical education subjects where such career and technical education subjects provide for the integration of core academic subjects; and include instruction in— discipline-specific thinking; reading and interpreting discipline-specific text structures and features; and writing in different disciplines. Coordinating the involvement of principals, other instructional leaders, teachers, teacher literacy teams, English as a second language specialists (as appropriate), special educators, and school librarians in the literacy development of children served under this Act. An eligible entity that receives a subgrant under this section may, in addition to carrying out the activities described in subsections
(b)and (c), use subgrant funds to carry out the following activities pertaining to children in kindergarten through grade 12: Providing a planning period of not more than 1 year for eligible entities to establish the elements necessary for successful implementation of a literacy program for kindergarten through grade 12. Recruiting, placing, training, and compensating literacy coaches. Connecting out-of-school learning opportunities to in-school learning in order to improve the literacy achievement of the children. Training families and caregivers to support the improvement of adolescent literacy. Providing for a multitier system of support. Forming a school literacy leadership team to help implement, assess, and identify necessary changes to the literacy initiatives in 1 or more schools to ensure success. Providing high-quality, literacy-rich environments that engage children with materials and experiences at the children's reading and writing levels. Providing time for teachers (and other literacy staff, as appropriate, such as school librarians) to meet to plan comprehensive literacy instruction. An eligible entity receiving a subgrant under this section shall, in distributing the subgrant funds, provide the subgrant funds only to schools, including public charter schools, that have the highest percentages or numbers 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. 10
Subgrants to eligible entities in support of kindergarten through grade 12 literacy
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