PUBLIC LAW 107-110-^AN. 8, 2002 115 STAT. 1639 "(11) how the objectives and the measurement methods aHgn with the achievement indicators estabhshed by the Secretary under paragraph (6)(A); "(vi) a description of the partnership's plan for continuing the activities carried out under the project after Federal funding ceases; "(vii) an assurance that, where applicable, the project will provide appropriate professional development to volunteers working directly with young children, as well as to paid staff; and "(viii) an assurance that, in developing the application and in carrying out the project, the partnership has consulted with, and will consult with, relevant agencies, early childhood educator organizations, and early childhood providers that are not members of the partnership. " (4) SELECTION OF GRANT RECIPIENTS.— "(A) CRITERIA. — The Secretary shall select partnerships to receive grants under this subsection on the basis of the degree to which the communities proposed to be served require assistance and the quality of the applications submitted under paragraph (3). "(B) GEOGRAPHIC DISTRIBUTION. —In selecting partnerships to receive grants under this subsection, the Secretary shall seek to ensure that communities in different regions of the Nation, as well as both urban and rural communities, are served. "(5) USES OF FUNDS. — "(A) IN GENERAL.— Each partnership receiving a grant under this subsection shall use the grant funds to carry oat activities that will improve the knowledge and skills of early childhood educators who are working in early childhood programs that are located in high-need communities and serve concentrations of children from low-income families. "(B) ALLOWABLE ACTIVITIES.—Such activities may include— "(i) professional development for early childhood educators, particularly to familiarize those educators with the application of recent research on child, language, and literacy development and on early childhood pedagogy; "(ii) professional development for early childhood educators in working with parents, so that the educators and parents can work together to provide and support developmentally appropriate school-readiness services that are based on scientifically based research on early childhood pedagogy and child development and learning domains; "(iii) professional development for early childhood educators to work with children who have limited English proficiency, children with disabilities, and children with other special needs;
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