??(i) assisted in the development of the state plan;

??(ii) will be involved in advising on the selection of subgrantees under sections 2255 and 2256; and

??(iii) will assist in the oversight and evaluation of such subgrantees.

??(i) How the state educational agency will ensure that professional development activities related to reading instruction and provided under this part are?

??(ii) How the activities assisted under this part will address the needs of teachers and other instructional staff, and will effectively teach students to read, in schools receiving assistance under section 2255 and 2256.

??(iii) The extent to which the activities will prepare teachers in all the major components of reading instruction (including phonemic awareness, systematic phonics, fluency, and reading comprehension).

??(iv) How the state educational agency will use technology to enhance reading and literacy professional development activities for teachers, as appropriate.

??(v) How parents can participate in literacy-related activities assisted under this part to enhance their children?s reading.

??(vi) How subgrants made by the state educational agency under sections 2255 and 2256 will meet the requirements of this part, including how the state educational agency will ensure that subgrantees will use practices based on scientifically based reading research.

??(vii) How the state educational agency will, to the extent practicable, make grants to subgrantees in both rural and urban areas.

??(viii) The process that the state used to establish the reading and literacy partnership described in subsection (d).

??(i) will provide professional development for the classroom teacher and other appropriate instructional staff on the teaching of reading based on scientifically based reading research;

??(ii) will provide family literacy services based on programs such as the Even Start family literacy model authorized under part B of title I, to enable parents to be their child?s first and most important teacher;

??(iii) will carry out programs to assist those kindergarten students who are not ready for the transition to first grade, particularly students experiencing difficulty with reading skills; and

??(iv) will use supervised individuals (including tutors), who have been appropriately trained using scientifically based reading research, to provide additional support, before school, after school, on weekends, during noninstructional periods of the before school, after school, on weekends, during noninstructional periods of the school day, or during the summer, for children preparing to enter kindergarten and students in kindergarten through grade 3 who are experiencing difficulty reading.

?(i) are at risk of being referred to special education based on these difficulties; or

"(ii) have been evaluated under section 614 of the Individuals with Disabilities Education Act but, in accordance with section 614(b)(5) of such Act, have not been identified as being a child with a disability (as defined in section 602 of the such Act)."

??(i) will build on, and promote coordination among, literacy programs in the state (including federally funded programs such as the Adult Education and Family Literacy Act and the Individuals with Disabilities Education Act), in order to in-crease the effectiveness of the programs in improving reading for adults and children and to avoid duplication of the efforts of the programs;

??(ii) will promote reading and library programs that provide access to engaging reading material;

??(iii) will make local educational agencies described in sections 2255(a)(1) and 2256(a)(1) aware of the availability of subgrants under sections 2255 and 2256; and

??(iv) will assess and evaluate, on a regular basis, local educational agency activities assisted under this part, with respect to whether they have been effective in achieving the purposes of this part.