Sec. 9. Subgrants to eligible entities in support of birth through kindergarten entry literacy
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A State educational agency, in consultation with the State agencies responsible for administering early learning programs and services, including the State agency responsible for administering child care programs, and the State Advisory Council on Early Childhood Education and Care, shall use a portion of 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 support high-quality early literacy initiatives for children from birth through kindergarten entry. The term of a subgrant under this section shall be determined by the State educational agency awarding the subgrant. Each subgrant awarded under this section shall be of sufficient size and scope to allow the eligible entity to carry out high-quality early literacy initiatives for children from birth through kindergarten entry. 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 a description of— how the subgrant funds will be used to enhance the language and literacy development and school readiness of children, from birth through kindergarten entry, in early learning programs, which shall include an analysis of data that support the proposed use of subgrant funds; the programs that the eligible entity proposes to assist under the subgrant, including demographic and socioeconomic information on the children enrolled in the programs; a budget for the eligible entity that projects the cost of developing and implementing literacy initiatives to carry out the activities described in subsection (e); how, if the eligible entity is requesting a planning period, which shall not exceed 1 year, 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; the literacy initiatives, if any, in place and how these initiatives will be coordinated and integrated with activities supported under this section; how the subgrant funds will be used to prepare and provide ongoing assistance to staff in the programs, through high-quality professional development; how the subgrant funds will be used to provide services, incorporate activities, and select and use literacy instructional materials that— meet the diverse developmental and linguistic needs of children, including English learners and children with disabilities and developmental delays; and are based on scientifically valid research on child development and learning for children from birth through kindergarten entry; how the subgrant funds will be used to provide screening assessments, diagnostic assessments, formative assessment processes, and assessments of developmental progress; how families and caregivers will be involved, as appropriate, in supporting their child’s literacy development, instruction, and assessment; how the subgrant funds will be used to help children, particularly children experiencing difficulty with spoken and written language, to make the transition from early childhood education programs to formal classroom instruction; how the activities assisted under the subgrant will be coordinated with comprehensive literacy instruction at the kindergarten through grade 12 levels; how the subgrant funds will be used— to evaluate the success of the activities assisted under the subgrant in enhancing the early language and literacy development of children from birth through kindergarten entry; and to evaluate data for program improvement; and such other information as the State educational agency may require. The State educational agency, in consultation with the State agencies responsible for administering early learning programs, including the State agency responsible for administering child care programs and the State Advisory Council on Early Childhood Education and Care, shall— select applications for funding under this section based on the quality of the applications submitted, including the relationship between literacy activities proposed and the research base or data supporting such investments, as appropriate, and the recommendations of— the State literacy leadership team; and other experts in the area of early literacy; and place priority for funding programs based on the criteria in section 7(b)(2)(F). An eligible entity that receives a subgrant under this section shall use the subgrant funds, consistent with the entity's approved application under subsection (c), to— enhance and improve early learning programs to ensure that children in such programs are provided with high-quality oral language and literature- and print-rich environments in which to develop early literacy skills; carry out high-quality professional development opportunities for early childhood educators, teachers, and instructional leaders; acquire, provide training for, and implement screening assessments, diagnostic assessments, and classroom-based instructional assessments; select, develop, and implement a multitier system of support; integrate research-based instructional materials, activities, tools, and measures into the programs offered by the eligible entity to improve development of early learning language and literacy skills; train providers and personnel to support, develop, and administer high-quality early learning literacy initiatives that— utilize data— to inform instructional design; and to assess literacy needs; and provide time and support for personnel to meet to plan comprehensive literacy instruction; provide family literacy services, as appropriate, and educate parents, teachers, and other caregivers about child literacy development; annually collect, summarize, and report to the State educational agency data— to document child progress in early literacy and language skills development as a result of activities carried out under this section; to stimulate and accelerate improvement by identifying the programs served by the eligible entity that produce significant gains in skills development; and for all subgroups of children and categories of children, including students in the groups 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 of child literacy and language skills development; and is consistent across the State; and coordinate the involvement of families, early learning program staff, principals, other instructional leaders, and teachers in literacy development of children served under this Act. Each eligible entity that receives a subgrant under this section shall not use more than 20 percent of the subgrant funds in the first year of subgrant funding, and not more than 10 percent of the subgrant funds in each year thereafter, to purchase curricula and assessment materials. The use of assessment items and data on any assessment authorized under this section to provide rewards or sanctions for individual children, early learning program providers, teachers, program directors, or principals is prohibited.
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Sec. 9
Subgrants to eligible entities in support of birth through kindergarten entry literacy
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