Sec. 4. Definitions

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Unless otherwise specified, the terms used in this Act have the meanings given the terms in section 9101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801 ). In this Act: The term child means an individual from the age of birth through the final year for which the State provides free public education. The term classroom-based instructional assessment means an assessment for children from birth through grade 3 that— is valid and reliable for the age and population of children served in the program; is used to evaluate children’s developmental progress and learning and includes systematic observations by teachers of children performing tasks, including academic and literacy tasks, that are part of the children's daily classroom experience; and is used to improve classroom instruction.

The term comprehensive literacy instruction means instruction that— incorporates effective literacy instruction; and is designed to support— developmentally appropriate, contextually explicit, systematic instruction, and frequent practice, in reading across content areas; and developmentally appropriate and contextually explicit instruction, and frequent practice, in writing across content areas. The term developmental delay has the meaning given the term in section 632 of the Individuals with Disabilities Education Act ( 20 U.S.C. 1432 ).

The term effective literacy instruction means literacy instruction that— includes age-appropriate, explicit, systematic, and intentional instruction in phonological awareness, phonic decoding, vocabulary, language structure, reading fluency, and reading comprehension; includes age-appropriate, explicit instruction in writing, including opportunities for children to write with clear purposes, with critical reasoning appropriate to the topic and purpose, and with specific instruction and feedback from instructional staff; makes available and uses diverse, high-quality print materials that reflect the reading and development levels, and interests, of children; uses differentiated instructional approaches, including individual and small group instruction and discussion; provides opportunities for children to use language with peers and adults in order to develop language skills, including developing vocabulary; includes frequent practice of reading and writing strategies; uses age-appropriate, valid, and reliable screening assessments, diagnostic assessments, formative assessment processes, and summative assessments to identify a child's learning needs, to inform instruction, and to monitor the child's progress and the effects of instruction; uses strategies to enhance children’s motivation to read and write and children’s engagement in self-directed learning; incorporates the principles of universal design for learning; depends on teachers’ collaboration in planning, instruction, and assessing a child's progress and on continuous professional learning; and links literacy instruction to the State challenging academic content standards under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(1)), including the ability to navigate, understand, and write about, complex print and digital subject matter.

When used with respect to instruction for children from birth through kindergarten entry, the term effective literacy instruction also includes— developing such children's alphabet knowledge, reading aloud to children, discussing reading and writing with children, and modeling age and developmentally appropriate reading and writing strategies; and encouraging children’s early attempts at oral communication, reading, and writing. When used with respect to the instruction of children in kindergarten through grade 12, the term effective literacy instruction also includes— providing systematic and intensive interventions, which can be provided inside or outside the classroom as well as before, during, or after regular school hours, to supplement regular instruction for children reading below grade level; providing reading and writing opportunities that build academic vocabulary and knowledge of different text structures in core academic subjects; enabling children to write, communicate, and create knowledge, in ways that fit purpose, audience, occasion, discipline, and format, including practice in— adhering to language conventions, including spelling, punctuation, and grammar; planning and revising to improve clarity, coherence, logical development, and language usage; and writing individually and collaboratively with feedback from instructors and peers; and cultivating shared responsibility for children's literacy learning by coordinating writing tasks, instructional practices, and criteria for feedback across academic content areas.

The term eligible entity means an entity— that serves high-need children; and when used with respect to a subgrant under section 9, that consists of— 1 or more local educational agencies providing early learning programs that have a demonstrated record of providing comprehensive literacy instruction for the age group such agencies or programs propose to serve; 1 or more public or private early learning programs, such as a Head Start program, a child care program, a State-funded prekindergarten program, a public library program, or a family literacy program, that have a demonstrated record of providing comprehensive literacy instruction for the age group such programs propose to serve; or 1 or more local educational agencies providing early learning programs, or 1 or more public or private early learning programs, such as a Head Start program, a child care program, a State-funded prekindergarten program, a public library program, or a family literacy program, in partnership with 1 or more public or private nonprofit organizations or agencies that have a demonstrated record of effectiveness— in improving the early literacy development of children from birth through kindergarten entry; and in providing professional development aligned with the activities described in section 9(e)(1); or when used with respect to a subgrant under section 10— that is— a local educational agency; a consortium of local educational agencies; or a local educational agency or consortium of local educational agencies acting in partnership with 1 or more public or private nonprofit organizations or agencies that have a demonstrated record of effectiveness in— improving literacy achievement of children consistent with the purposes of their participation from kindergarten through grade 12; and providing professional development aligned with the activities described in subsections

(b)and

(c)of section 10; and has the highest numbers or proportion of children who are counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6333(c) ), in comparison to other local educational agencies in the State; is among or consists of the local educational agencies in the State with the highest numbers or percentages of children reading or writing below grade level, based on the most currently available State academic assessment data under section 1111(b)(3) of such Act; or has jurisdiction over a significant number or percentage of schools that are identified for school improvement under section 1116(b) of such Act ( 20 U.S.C. 6316(b) ). The term early learning program means a program serving children between the ages of birth and kindergarten entry. The term English language acquisition means the process by which a non-native English speaker acquires proficiency in speaking, listening, reading, and writing the English language. For an English learner in school, such term includes not only the social language proficiency needed to participate in the school environment, but also the academic language proficiency needed to acquire literacy and academic content and demonstrate the child's learning. The term family literacy services means literacy services provided to participants on a voluntary basis that are of sufficient intensity and quality, that better enable parents to support their children’s learning needs, and that integrate— interactive literacy activities between or among family members who are primary caregivers and their children, including family literacy education to improve literacy of parents; and training for family members who are primary caregivers regarding how to be the primary teacher for their children and full partners in the education of their children. The term formative assessment process means an assessment process that— is teacher-generated or selected by teachers or instructional leaders for use during learning; is embedded within the learning activity and linked directly to the intended outcomes of the current unit of instruction; and provides feedback to help adjust ongoing teaching and learning to improve children's achievement of intended instructional outcomes. The term high-quality professional development means professional development that— is job-embedded, ongoing, and based on scientifically valid research; is sustained, intensive, and classroom-focused, and is not limited in scope to a 1-day or short-term workshop or conference; is designed to increase the knowledge and expertise of teachers, early childhood educators and administrators, principals, other instructional leaders, and other program staff in applying— effective literacy instruction; and instructional strategies and practices that are appropriate to the age, development, and needs of children and improve learning, including strategies and practices consistent with the principles of universal design for learning; includes and supports teachers in effectively administering age and developmentally appropriate assessments, and analyzing the results of these assessments for the purposes of planning, monitoring, adapting, and improving effective classroom instruction or teaching strategies to improve child literacy; includes instructional strategies utilizing one-to-one, small group, and classroom-based instructional materials and approaches based on scientifically valid research on literacy; provides ongoing instructional literacy coaching— to ensure high-quality implementation of comprehensive literacy instruction that is— content centered; integrated across the curriculum; collaborative; and school, setting, and classroom embedded; and that uses student data to improve instruction; includes and supports teachers in setting high reading and writing achievement goals for all children and provides the teachers with the instructional tools and skills to help children reach such goals; for educators serving children in kindergarten through grade 12— supports effective literacy instruction through core academic subjects, and through career and technical education subjects where such career and technical education subjects provide for the integration of core academic subjects; and includes instruction in— discipline-specific thinking; and text structures and features of reading and writing in multiple disciplines; is differentiated for educators working with children from birth through kindergarten entry, children in kindergarten through grade 3, and children in grades 4 through 12, and, as appropriate, based on the grade or needs of the children; and supports family literacy experiences and practices, and educating parents, teachers, and other caregivers about literacy development and child literacy development. The term literacy coach means a professional— who has— previous teaching experience; and a master’s degree with a concentration in reading and writing education or demonstrated proficiency in teaching reading or writing in a core academic subject consistent with effective literacy instruction; or in the case of a literacy coach for children from birth through kindergarten entry, a concentration, credential, or significant experience in child development and early literacy development; who supports teachers to— apply research on how children become successful readers, writers, and communicators; apply multiple forms of assessment to guide instructional decisionmaking and use data to improve literacy instruction; improve children's writing and reading in and across content areas such as mathematics, science, social studies, and language arts; develop and implement differentiated instruction and teaching approaches to serve the needs of the full range of learners, including English learners and children with disabilities; apply principles of universal design for learning; employ best practices in engaging principals, early learning program educators and administrators, teachers, and other relevant professionals to change school cultures that encourage and support literacy development and achievement; and set for children birth to kindergarten developmentally appropriate expectations for language and literacy development, and high reading and writing achievement goals for all children and select, acquire, and use instructional tools and skills to help children reach such goals; and whose role with teachers and professionals supporting literacy instruction is— to provide high-quality professional development, consistent with the definition of comprehensive literacy instruction; to work cooperatively and collaboratively with principals, teachers, and other professionals in employing strategies to help teachers identify and support child literacy and language development needs and teach literacy across the content areas and developmental domains; and to work cooperatively and collaboratively with other professionals in employing strategies to help teachers teach literacy across the content areas so that the teachers can meet the needs of all children, including children with disabilities, English learners, and children who are reading at or above grade level. The term local educational agency — has the meaning given the term in section 9101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801 ); and includes any public charter school that constitutes a local educational agency under State law. The term multitier system of supports means a comprehensive system of differentiated supports that includes evidence-based instruction, universal screening, progress monitoring, formative assessments, summative assessments, research-based interventions matched to student needs, and educational decision-making using academic progress over time. The term reading means a complex system of deriving meaning from print that is developmentally appropriate, that requires all of the following: The skills and knowledge to understand how phonemes, or speech sounds, are connected to print. The ability to read with comprehension. The ability to decode unfamiliar words with fluency. The use of background knowledge and vocabulary to make meaning from a text. The development and use of appropriate active strategies to interpret and construct meaning from print. The development and maintenance of a motivation to read. The term instructional leader means an individual who— is an employee or officer of a school; and is responsible for— the school’s performance; and the daily instructional and managerial operations of the school. The term scientifically valid research has the meaning given the term in section 200 of the Higher Education Act of 1965 ( 20 U.S.C. 1021 ). The term screening assessment means an assessment that is— valid, reliable, and based on scientifically based reading research; and a brief procedure designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction. The term State means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico. The term State literacy leadership team means a team that— is appointed and coordinated by the State educational agency; assumes the responsibility to guide the development and implementation of a statewide, comprehensive literacy plan; shall include, at a minimum— a school principal with literacy expertise; a teacher with literacy expertise; a teacher or administrator with expertise in special education; a teacher or administrator with expertise in teaching the English language to English learners; a representative from the State educational agency who oversees literacy initiatives; and a representative from higher education who is actively involved in research, development, or teacher preparation in comprehensive literacy instruction and intervention based on scientifically valid research; may include— a literacy specialist serving in a school district within the State; a literacy coach; a librarian; a representative with family literacy expertise; a representative from a State child-serving agency with expertise in comprehensive language and literacy instruction and strategies; a school counselor; a teacher of a core academic subject; a special education administrator; a professor from a 4-year institution of higher education; a parent; a business leader; the Governor or a delegated representative of the Governor; a representative from the State board of education; a representative from the State legislature; a representative of a nonprofit and community-based organization providing comprehensive literacy instruction and support; and a representative from a school district superintendent's office; and shall include, among the individuals selected to be members of the council pursuant to clauses

(iii)and (iv), not less than 5 individuals who have literacy expertise in 1 of each of the areas of— birth through kindergarten entry, such as the State Head Start collaboration director; kindergarten entry through grade 3; grades 4 through 12; English learners; and special education. If, before the date of enactment of this Act, a State educational agency established a consortium, partnership, or any other similar body that was considered a literacy partnership for purposes of subpart 1 or 2 of part B of title I of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6361 et seq. , 6371 et seq.) and that includes the individuals required under clauses

(iii)and

(v)of subparagraph (A), such consortium, partnership, or body may be considered a State literacy leadership team for purposes of subparagraph (A). The term summative assessment means an assessment that— is valid, reliable, and based on scientifically valid research on literacy and English language acquisition; and for children from birth through kindergarten entry, measures how young children have progressed over time relative to developmental norms, and for children in kindergarten through grade 12, measures what children have learned over time, relative to academic content standards. The term universal design for learning has the meaning given the term in section 103 of the Higher Education Act of 1965 ( 20 U.S.C. 1003 ). The term writing means— composing meaning in print or through other media, including technologies, to communicate and to create new knowledge in ways appropriate to the context of the writing and the literacy development stage of the writer; composing ideas individually and collaboratively in ways that are appropriate for a variety of purposes, audiences, and occasions; choosing vocabulary, tone, genre, and conventions, such as spelling and punctuation, suitable to the purpose, audience, and occasion; and revising compositions for clarity of ideas, coherence, logical development, and precision of language use.

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