Literacy Improvement for Transformation Act of 2026

as an interventionist, a reading teacher, a reading specialist, or by an alternative title. (7) Section 504 plan.--The term ``section 504 plan'' means a reasonable accommodation developed for students with disabilities to receive the appropriate educational support services to fully participate in school activities and have equal access to educational opportunities, in accordance with section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794). (8) Secretary.--The term ``Secretary'' means the Secretary of Education. SEC. 3. PURPOSE. The purpose of this Act is to assist State educational agencies and local educational agencies with ensuring that every elementary school and secondary school has at least one full-time certified reading or literacy specialist on staff, and to support the recruitment, hiring, retention, and development of certified reading or literacy specialists. SEC. 4. LITERACY IMPROVEMENT AND TRANSFORMATION GRANT PROGRAM. (a) Grant Program Authorized.-- (1) In general.--The Secretary shall establish a program to award grants, on a competitive basis, to eligible entities to carry out the activities described under subsection (d). (2) Duration.--Grants awarded under this section shall be for a period of 5 years. (b) Application.--An eligible entity desiring a grant under this section shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require, including-- (1) a needs assessment of the elementary schools or secondary schools served by the eligible entity that demonstrates the existence of persistent shortages of reading or literacy specialists or persistent shortages of full-time reading or literacy specialists; (2) demographic information about the student population of the elementary schools or secondary schools served by the eligible entity, disaggregated (to the extent that such information complies with applicable privacy law and protects personally identifiable information), by status as a student that-- (A) has a section 504 plan; (B) is not considered ``proficient'' in reading according to the most recent National Assessment of Educational Progress assessment in reading comprehension for which data is available; (C) has an IEP; or (D) is identified as having been diagnosed by a licensed professional with dyslexia, dysgraphia, dyscalculia, or a specific learning disability; (3) a description of the relevant academic needs of the student population of the elementary schools or secondary schools served by the eligible entity, including-- (A) the ratio of reading and literacy specialists to whole student population; and (B) an overview of student performance related to reading, literacy, and comprehension on formative and summative reading assessments, standardized tests, and district and State benchmarks, including such information disaggregated (to the extent that such information complies with applicable privacy law and protects personally identifiable information), by status as a student that-- (i) has a section 504 plan; (ii) is not considered ``proficient'' in reading according to the most recent National Assessment of Educational Progress assessment in reading comprehension for which data is available; (iii) has an IEP; or (iv) is identified as having been diagnosed by a licensed professional with dyslexia, dysgraphia, dyscalculia, or a specific learning disability; (4) graduation rates, attendance data, and disciplinary data (as determined by the Secretary), disaggregated (to the extent that such information complies with applicable privacy law and protects personally identifiable information) by status as a student that-- (A) has a section 504 plan; (B) is not considered ``proficient'' in reading according to the most recent National Assessment of Educational Progress assessment in reading comprehension for which data is available; (C) has an IEP; or (D) is identified as having been diagnosed by a licensed professional with dyslexia, dysgraphia, dyscalculia, or a specific learning disability; (5) a comprehensive plan for the use of grant funds to address persistent shortages described in the needs assessment under paragraph (1), including a description of-- (A) how grant funds will be used in accordance with subsection (d); (B) how such activities will improve or strengthen evidence-based intervention strategies; (C) how such funds will target early intervention in kindergarten through grade 3; and (D) how such funds will be used to ensure that the eligible entity will continue to employ and retain reading or literacy specialists after the completion of the grant period; and (6) an assurance that the eligible entity will ensure compliance with the requirement described in subsection (e). (c) Selection and Priority.--In awarding grants under this section, the Secretary shall-- (1) give a first priority to eligible entities that are located in a State that is in the lowest half of States, in a ranking of all States, ranked in descending order by the percentage of students in grades 4 and 8 in the State who score at or above a level of proficient on the most recent National Assessment of Educational Progress reading assessments for students in grades 4 and 8 for which data are available; (2) if the priority in paragraph (1) has been satisfied, or if no applicants described in paragraph (1) apply, then the Secretary shall give priority to applicants that plan to direct grant funding primarily to elementary schools; and (3) if the priorities in paragraphs (1) and (2) have been satisfied, or if no applicants described in paragraphs (1) or (2) apply, then the Secretary shall give priority to applicants that are a high-need local educational agency or are a partnership between a State educational agency and a consortium of high-need local educational agencies. (d) Activities.--Grant funds awarded under this section shall be used by an eligible entity to carry out one or more of the following activities: (1) Recruiting, hiring, and developing full-time reading or literacy specialists at elementary schools or secondary schools. (2) Providing resources necessary to support the development of reading or literacy specialists from a part-time to full-time capacity at elementary schools or secondary schools served by the eligible entity, including through full funding for teachers who are employed by the eligible entity at the time of the grant to earn an evidence-based reading or literacy specialist certification from an accredited institution of higher education. (3) Supporting the retention of reading or literacy specialists at elementary schools or secondary schools, including by increasing salaries. (4) Ensuring that at least 1 full-time reading or literacy specialist is on staff at each elementary school and secondary school served by the eligible entity. (5) Providing continual professional development opportunities regarding reading difficulties in students who are children with disabilities at elementary schools or secondary schools, including how to identify dyslexia in students with other diagnoses. (e) Requirement; Rule of Construction.-- (1) Requirement.--Each grant recipient shall ensure that any reading or literacy specialist whose position is partially or fully funded by grant funds spends not less than 80 percent of their time in that position working with teachers and students to improve student outcomes relating to literacy. (2) Rule of construction.--Nothing in this Act shall be construed to limit the preservation or use of Native American languages. (f) Report.--Each eligible entity awarded a grant under this section shall submit to the Secretary an annual report for each year of the grant award. Such report shall be compiled after a collection of relevant data from elementary schools and secondary schools served by the eligible entity. The report shall include-- (1) a summary of the eligible entity's progress in employing at least 1 full-time reading or literacy specialist at each elementary school and secondary school served by the eligible entity; (2) data on the number of full-time and part-time reading or literacy specialists employed at each elementary school and secondary school served by the eligible entity and data on the ratio of students to reading or literacy specialists at each such school; and (3) a summary of any progress made by the eligible entity in addressing reading or literacy, as identified in the needs assessment required under subsection (b)(1), as a result of the activities carried out with a grant under this section. <all>