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Tag Archives: ESSA
Technical Assistance – Partners
OESE supports numerous technical assistance providers, including technical assistance networks, the Comprehensive Centers and other partners to provide content expertise and resources to effectively address State grantee needs and assist with implementation of federal programs across key program areas. Please visit partner websites to learn more about the resources and supports available.
OSS Technical Assistance Partners
Regional Comprehensive Centers
- Appalachia: Kentucky, Tennessee, Virginia, West Virginia
- California: California
- Central: Colorado, Kansas, Missouri
- Florida and Islands: Florida, Puerto Rico, Virgin Islands
- Great Lakes: Indiana, Michigan, Ohio
- Mid-Atlantic: Delaware, District of Columbia, Maryland, New Jersey, Pennsylvania
- Midwest: Illinois, Iowa, Minnesota, Wisconsin
- North Central: Nebraska, North Dakota, South Dakota, Wyoming
- Northeast: Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont
- Northwest: Alaska, Idaho, Montana, Oregon, Washington
- Pacific: American Samoa, Commonwealth of the Northern Mariana Islands, Guam, Hawaii, Republic of Palau
- South Central: Arkansas, Louisiana, New Mexico, Oklahoma
- Southeast: Alabama, Georgia, Mississippi, North Carolina, South Carolina
- Texas: Texas
- West: Arizona, Nevada, Utah
Comprehensive Content Centers
Equity Assistance Centers
- Region I: Connecticut, Delaware, Kentucky, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Puerto Rico, Rhode Island, Vermont, Virgin Islands, West Virginia
- Region II: Alabama, Arkansas, District of Columbia, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia
- Region III: Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, Wisconsin
- Region IV: Alaska, American Samoa, Arizona, California, Colorado, Commonwealth of the Northern Mariana Islands, Guam, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming
Regional Educational Laboratories
The ten Regional Educational Laboratories, administered by the Institute of Education Sciences’ (IES) National Center for Education Evaluation and Regional Assistance (NCEE), work in partnership with school districts, state departments of education, and other educational stakeholders to use data and research to improve academic outcomes for students.
- REL Appalachia: Kentucky, Tennessee, Virginia, & West Virginia
- REL Central: Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, & Wyoming
- REL Mid-Atlantic: Delaware, Maryland, New Jersey, Pennsylvania, & Washington, DC
- REL Midwest: Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, & Wisconsin
- REL Northeast and Islands: Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont, & the Virgin Islands
- REL Northwest: Alaska, Idaho, Montana, Oregon, & Washington
- REL Pacific: American Samoa, Commonwealth of the Northern Mariana Islands, Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), Guam, Hawai’i, Republic of the Marshall Islands, & Republic of Palau
- REL Southeast: Alabama, Florida, Georgia, Mississippi, North Carolina, & South Carolina
- REL Southwest: Arkansas, Louisiana, New Mexico, Oklahoma, & Texas
- REL West: Arizona, California, Nevada, & Utah
Other National Technical Assistance Centers
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- Office Of Special Education Programs Resources
- State Longitudinal Data Systems State Support Team
- National Center on Safe Supportive Learning Environments
- Readiness and Emergency Management for Schools Technical Assistance Center
- National Clearinghouse for English Language Acquisition
- The Neglected or Delinquent Education Technical Assistance Center
- The Educational Facilities Clearinghouse
- Youth for Youth: Online Professional Learning and Technical Assistance for 21st Century Community Learning Centers
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Technical Assistance – Educator Equity
The Elementary and Secondary Education Act of 1965 (ESEA) requires State educational agencies (SEAs) and local education agencies (LEAs) to consider the rates at which low-income and minority students have access to excellent educators. This webpage contains information about these ESEA requirements, work that States and districts have done to date to address disproportionate access, and resources to support States in ensuring access to excellent educators for all students.
If you have questions about any information on this page, please contact OSS.TechnicalAssistance@ed.gov or your State contact in the Office of State Support.
Educator Equity: An Overview
Educator Equity under the Every Student Succeeds Act
ESEA, as amended by the Every Student Succeeds Act (ESSA) of 2015, requires SEAs and LEAs to address whether low-income and minority students served by Title I, Part A are taught at disproportionate rates by ineffective, out-of-field, or inexperienced educators to compared to their peers. More specifically, the law requires each SEA receiving a Title I, Part A grant to describe in its ESSA State plan:
- “how low-income and minority children enrolled in schools assisted under this part are not served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers,” and
- “the measures the [SEA] will use to evaluate and publicly report the progress of the [SEA]” in addressing any disproportionality. (ESEA Section 1111(g)(1)(B))
Further, the ESEA requires each LEA receiving Title I, Part A subgrant to submit plans that include a description of “how the [LEA] will identify and address . . . any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers.” (ESEA Section 1112(b)(2))
Finally, the ESEA explicitly indicates that SEAs (ESEA Section 2101(c)(4)(B)(iii)) and LEAs (ESEA Section 2103(b)(3)(B)) may use Title II, Part A funds to address identified disparities in access to excellent teachers.
ESSA incorporates many the of equitable access requirements from earlier authorizations of the ESEA. The next section of this page provides additional information about educator equity plans and requirements under the ESEA, as amended by the No Child Left Behind Act of 2001 (NCLB).
Educator Equity under the No Child Left Behind Act
Under the ESEA, as amended by the NCLB, every SEA that received a Title I, Part A grant was required to submit to the U.S. Department of Education (the Department) an educator equity plan describing the steps the SEA would take to ensure that poor and minority students were not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers and the measures that each SEA would use to evaluate and publicly report its progress in closing the equity gaps identified in its educator equity plans.
The Department required States to submit educator equity plans twice under NCLB: once in 2006 and, most recently, in 2015 and as part of the Excellent Educators for All initiative.
In July 2014, the Department launched the Excellent Educators for All initiative, which was “designed to move America toward the day when every student in every public school is taught by excellent educators.” This initiative had three major components:
- Educator equity data. To support States in the development of their respective 2015 educator equity plans, the Department, in November 2014, provided to each State (i) an educator equity profile, which provided an analysis of State-specific data, and (ii) data files, which contained State-specific data from the Civil Rights Data Collection (CRDC) and other Department-managed data sets.
- Equity Plans. The Department released Frequently Asked Questions to inform States’ submission of educator equity plans. All States, the District of Columbia, and Puerto Rico submitted and had approved educator equity plans in 2015.
- Equitable Access Support Network. In late 2014, the Department launched the Equitable Access Support Network (EASN), a technical assistance network designed to support States in the drafting and implementation of their educator equity plans.
Each of these resources, including States’ approved 2015 educator equity plans, is available on the Department’s Improving Basic Programs Operated by Local Educational Agencies (Title I, Part A) webpage. Learn more about technical assistance resources available to States below.
The resources below are designed to help SEAs and LEAs in the development, implementation, and continuous improvement of their respective educator equity plans. If you require any assistance accessing any of these resources (or do not see a resource responsive to your needs), please contact your State contact in the Office of State Support
Educator Equity Resources
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Planning and Processes for Eliminating Equity Gaps
Equity Plan Implementation Readiness Assessment
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Data Analysis
Equity Data Analysis: Getting Started on the Right Foot
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Measuring, Monitoring & Reporting Progress
Implementation Tips Sheet #1: Setting Equity Goals
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Taking Action: Using Strategies that Work
How SEAs Can Support District-Level Strategies
Educator Equity Technical Assistance
The Department and its partners provide technical assistance opportunities for States and LEAs related to the development and implementation of educator equity plans. The information below highlights some of these past and current technical assistance initiatives. For additional information about technical assistance initiatives or organizations, please contact your State contact in the Office of State Support.
The Equitable Access Support Network | December 2014 – April 2017
The Equitable Access Support Network (EASN) was established in 2014 to support States in the development and implementation of their 2015 educator equity plans. Further, after the reauthorization of the ESEA by the ESSA, the EASN supported States in understanding the educator equity requirements of the ESSA.
The EASN developed tools and resources to support State development of educator equity plans. In addition, the EASN provided individualized support and collective technical assistance to all 50 States, Puerto Rico, the District of Columbia, and the Bureau of Indian Education through the following peer-to-peer opportunities:
- EASN Communities of Practice offered SEAs ongoing opportunities to collaborate with peers and experts through online discussion boards and webinars focused on key topics related to ensuring equitable access to excellent educators, including: Data Use & Analysis, Policy & Programs, Rural Access Issues & Support, and Stakeholder Engagement.
- EASN Work Groups offered select States short-term opportunities to engage with peers to achieve a shared set of objectives to address common challenges related to the implementation of educator equity plans. EASN work groups included: LEA Equity Planning, Managing for Results, and ESSA Equity Data & Analysis.
- EASN Webinars provided States access to relevant research and tools developed and shared by EASN Consortium partners to support implementation of educator equity plans.
The EASN concluded its work in June 2017. For additional information about the work of the EASN, please contact OSS.TechnicalAssistance@ed.gov.
Technical Assistance Partners
States seeking support in implementing educator equity provisions may request assistance from a number of technical assistance partners who are members of the Equitable Access Consortium, including:
The Equitable Access Consortium
In partnership with the U.S. Department of Education’s (ED) Office of State Support (OSS) and Office of School Support and Rural Programs (SSRP), the Equitable Access Consortium includes the EASN, the Center on Great Teachers and Leaders (GTL Center), Council of Chief State School Officers (CCSSO), and other ED-funded technical assistance centers: Regional Educational Laboratories, Regional Comprehensive Centers, and Equity Assistance Centers. Together, these partners support State education agencies SEAs and technical assistance providers with high-quality, responsive, and customized technical assistance as SEAs implement their equitable access plans.
For additional information about the work of the Equitable Access Consortium, access the Equitable Access Consortium one-pager. -
Title III Language Instruction For English Learners And Immigrant Students
- TITLE I: IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED
- PART A: IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES
- PART B: STATE ASSESSMENT GRANTS
- PART C: EDUCATION OF MIGRATORY CHILDREN
- PART D: PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT RISK
- PART E: FLEXIBILITY FOR EQUITABLE PER-PUPIL FUNDING
- PART F: GENERAL PROVISIONS
- TITLE VIII: GENERAL PROVISIONS
- PART A: DEFINITIONS
- PART B: FLEXIBILITY IN THE USE OF ADMINISTRATIVE AND OTHER FUNDS
- PART C: COORDINATION OF PROGRAMS; CONSOLIDATED STATE AND LOCAL PLANS AND APPLICATIONS
- PART D: WAIVERS
- PART E: APPROVAL AND DISAPPROVAL OF STATE PLANS AND LOCAL APPLICATIONS
- PART F: UNIFORM PROVISIONS
- PART G: EVALUATIONS
SEC. 3001. [20 U.S.C. 6801] AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out this title—
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$756,332,450 for fiscal year 2017;
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$769,568,267 for fiscal year 2018;
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$784,959,633 for fiscal year 2019; and
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$884,959,633 for fiscal year 2020.
PART A—ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT ACT
SEC. 3101. [20 U.S.C. 6811] SHORT TITLE.
This part may be cited as the ”English Language Acquisition, Language Enhancement, and Academic Achievement Act”.
SEC. 3102. [20 U.S.C. 6812] PURPOSES.
The purposes of this part are—
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to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English;
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to assist all English learners, including immigrant children and youth, to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet;
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to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, local educational agencies, and schools in establishing, implementing, and sustaining effective language instruction educational programs designed to assist in teaching English learners, including immigrant children and youth;
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to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, and local educational agencies to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to enter all-English instructional settings; and
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to promote parental, family, and community participation in language instruction educational programs for the parents, families, and communities of English learners.
Subpart 1—Grants and Subgrants for English Language Acquisition and Language Enhancement
SEC. 3111. [20 U.S.C. 6821] FORMULA GRANTS TO STATES.
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IN GENERAL.—In the case of each State educational agency having a plan approved by the Secretary for a fiscal year under section 3113, the Secretary shall make a grant for the year to the agency for the purposes specified in subsection (b). The grant shall consist of the allotment determined for the State educational agency under subsection (c).
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USE OF FUNDS.—
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SUBGRANTS TO ELIGIBLE ENTITIES.—The Secretary may make a grant under subsection (a) only if the State educational agency involved agrees to expend at least 95 percent of the State educational agency’s allotment under subsection (c) for a fiscal year—
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to award subgrants, from allocations under section 3114, to eligible entities to carry out the activities described in section 3115 (other than subsection (e)); and
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to award subgrants under section 3114(d)(1) to eligible entities that are described in that section to carry out the activities described in section 3115(e).
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STATE ACTIVITIES.—Subject to paragraph (3), each State educational agency receiving a grant under subsection (a) may reserve not more than 5 percent of the agency’s allotment under subsection (c) to carry out one or more of the following activities:
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Establishing and implementing, with timely and meaningful consultation with local educational agencies representing the geographic diversity of the State, standardized statewide entrance and exit procedures, including a requirement that all students who may be English learners are assessed for such status within 30 days of enrollment in a school in the State.
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Providing effective teacher and principal preparation, effective professional development activities, and other effective activities related to the education of English learners, which may include assisting teachers, principals, and other educators in—
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meeting State and local certification and licensing requirements for teaching English learners; and
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improving teaching skills in meeting the diverse needs of English learners, including how to implement effective programs and curricula on teaching English learners.
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Planning, evaluation, administration, and interagency coordination related to the subgrants referred to in paragraph (1).
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Providing technical assistance and other forms of assistance to eligible entities that are receiving subgrants from a State educational agency under this subpart, including assistance in—
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identifying and implementing effective language instruction educational programs and curricula for teaching English learners;
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helping English learners meet the same challenging State academic standards that all children are expected to meet;
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identifying or developing, and implementing, measures of English proficiency; and
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strengthening and increasing parent, family, and community engagement in programs that serve English learners.
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Providing recognition, which may include providing financial awards, to recipients of subgrants under section 3115 that have significantly improved the achievement and progress of English learners in meeting—
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the State-designed long-term goals established under section 1111(c)(4)(A)(ii), including measurements of interim progress towards meeting such goals, based on the State’s English language proficiency assessment under section 1111(b)(2)(G); and
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the challenging State academic standards.
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DIRECT ADMINISTRATIVE EXPENSES.—From the amount reserved under paragraph (2), a State educational agency may use not more than 50 percent of such amount or $175,000, whichever is greater, for the planning and direct administrative costs of carrying out paragraphs (1) and (2).
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RESERVATIONS AND ALLOTMENTS.—
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RESERVATIONS.—From the amount appropriated under section 3001 for each fiscal year, the Secretary shall reserve—
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0.5 percent or $5,000,000 of such amount, whichever is greater, for payments to eligible entities that are defined under section 3112(a) for activities, approved by the Secretary, consistent with this subpart;
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0.5 percent of such amount for payments to outlying areas, to be allotted in accordance with their respective needs for assistance under this subpart, as determined by the Secretary, for activities, approved by the Secretary, consistent with this subpart; and
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6.5 percent of such amount for national activities under sections 3131 and 3202, except that not more than $2,000,000 of such amount may be reserved for the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs described in section 3202.
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STATE ALLOTMENTS.—
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IN GENERAL.—Except as provided in subparagraph (B), from the amount appropriated under section 3001 for each fiscal year that remains after making the reservations under paragraph (1), the Secretary shall allot to each State educational agency having a plan approved under section 3113(c)—
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an amount that bears the same relationship to 80 percent of the remainder as the number of English learners in the State bears to the number of English learners in all States, as determined in accordance with paragraph (3)(A); and
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an amount that bears the same relationship to 20 percent of the remainder as the number of immigrant children and youth in the State bears to the number of such children and youth in all States, as determined in accordance with paragraph (3)(B).
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MINIMUM ALLOTMENTS.—No State educational agency shall receive an allotment under this paragraph that is less than $500,000.
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REALLOTMENT.—If any State educational agency described in subparagraph (A) does not submit a plan to the Secretary for a fiscal year, or submits a plan (or any amendment to a plan) that the Secretary, after reasonable notice and opportunity for a hearing, determines does not satisfy the requirements of this subpart, the Secretary—
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shall endeavor to make the State’s allotment available on a competitive basis to specially qualified agencies within the State to satisfy the requirements of section 3115 (and any additional requirements that the Secretary may impose), consistent with the purposes of such section, and to carry out required and authorized activities under such section; and
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shall reallot any portion of such allotment remaining after the application of clause (i) to the remaining State educational agencies in accordance with subparagraph (A).
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SPECIAL RULE FOR PUERTO RICO.—The total amount allotted to Puerto Rico for any fiscal year under subparagraph (A) shall not exceed 0.5 percent of the total amount allotted to all States for that fiscal year.
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USE OF DATA FOR DETERMINATIONS.—In making State allotments under paragraph (2) for each fiscal year, the Secretary shall—
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determine the number of English learners in a State and in all States, using the most accurate, up-to-date data, which shall be—
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data available from the American Community Survey conducted by the Department of Commerce, which may be multiyear estimates;
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the number of students being assessed for English language proficiency, based on the State’s English language proficiency assessment under section 1111(b)(2)(G), which may be multiyear estimates; or
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a combination of data available under clauses (i) and (ii); and
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determine the number of immigrant children and youth in the State and in all States based only on data available from the American Community Survey conducted by the Department of Commerce, which may be multiyear estimates.
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SEC. 3112. [20 U.S.C. 6822] NATIVE AMERICAN AND ALASKA NATIVE CHILDREN IN SCHOOL.
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ELIGIBLE ENTITIES.—For the purpose of carrying out programs under this part for individuals served by elementary schools, secondary schools, and postsecondary schools operated predominately for Native American children (including Alaska Native children), the following shall be considered to be an eligible entity:
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An Indian tribe.
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A tribally sanctioned educational authority.
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A Native Hawaiian or Native American Pacific Islander native language educational organization.
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An elementary school or secondary school that is operated or funded by the Bureau of Indian Education, or a consortium of such schools.
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An elementary school or secondary school operated under a contract with or grant from the Bureau of Indian Education, in consortium with another such school or a tribal or community organization.
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An elementary school or secondary school operated by the Bureau of Indian Education and an institution of higher education, in consortium with an elementary school or secondary school operated under a contract with or grant from the Bureau of Indian Education or a tribal or community organization.
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SUBMISSION OF APPLICATIONS FOR ASSISTANCE.—Notwithstanding any other provision of this part, an entity that is considered to be an eligible entity under subsection (a), and that desires to receive Federal financial assistance under this subpart, shall submit an application to the Secretary.
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SPECIAL RULE.—An eligible entity described in subsection (a) that receives Federal financial assistance pursuant to this section shall not be eligible to receive a subgrant under section 3114.
SEC. 3113. [20 U.S.C. 6823] STATE AND SPECIALLY QUALIFIED AGENCY PLANS.
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PLAN REQUIRED.—Each State educational agency and specially qualified agency desiring a grant under this subpart shall submit a plan to the Secretary at such time and in such manner as the Secretary may require.
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CONTENTS.—Each plan submitted under subsection (a) shall—
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describe the process that the agency will use in awarding subgrants to eligible entities under section 3114(d)(1);
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describe how the agency will establish and implement, with timely and meaningful consultation with local educational agencies representing the geographic diversity of the State, standardized, statewide entrance and exit procedures, including an assurance that all students who may be English learners are assessed for such status within 30 days of enrollment in a school in the State;
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provide an assurance that—
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the agency will ensure that eligible entities receiving a subgrant under this subpart comply with the requirement in section 1111(b)(2)(B)(ix) regarding assessment of English learners in English;
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the agency will ensure that eligible entities receiving a subgrant under this subpart annually assess the English proficiency of all English learners participating in a program funded under this subpart, consistent with section 1111(b)(2)(G);
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in awarding subgrants under section 3114, the agency will address the needs of school systems of all sizes and in all geographic areas, including school systems with rural and urban schools;
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subgrants to eligible entities under section 3114(d)(1) will be of sufficient size and scope to allow such entities to carry out effective language instruction educational programs for English learners;
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the agency will require an eligible entity receiving a subgrant under this subpart to use the subgrant in ways that will build such recipient’s capacity to continue to offer effective language instruction educational programs that assist English learners in meeting challenging State academic standards;
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the agency will monitor each eligible entity receiving a subgrant under this subpart for compliance with applicable Federal fiscal requirements; and
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the plan has been developed in consultation with local educational agencies, teachers, administrators of programs implemented under this subpart, parents of English learners, and other relevant stakeholders;
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describe how the agency will coordinate its programs and activities under this subpart with other programs and activities under this Act and other Acts, as appropriate;
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describe how each eligible entity will be given the flexibility to teach English learners—
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using a high-quality, effective language instruction curriculum for teaching English learners; and
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in the manner the eligible entity determines to be the most effective;
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describe how the agency will assist eligible entities in meeting—
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the State-designed long-term goals established under section 1111(c)(4)(A)(ii), including measurements of interim progress towards meeting such goals, based on the State’s English language proficiency assessment under section 1111(b)(2)(G); and
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the challenging State academic standards;
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describe how the agency will meet the unique needs of children and youth in the State being served through the reservation of funds under section 3114(d); and
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describe—
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how the agency will monitor the progress of each eligible entity receiving a subgrant under this subpart in helping English learners achieve English proficiency; and
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the steps the agency will take to further assist eligible entities if the strategies funded under this subpart are not effective, such as providing technical assistance and modifying such strategies.
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APPROVAL.—The Secretary, after using a peer review process, shall approve a plan submitted under subsection (a) if the plan meets the requirements of this section.
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DURATION OF PLAN.—
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IN GENERAL.—Each plan submitted by a State educational agency or specially qualified agency and approved under subsection (c) shall—
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remain in effect for the duration of the agency’s participation under this subpart; and
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be periodically reviewed and revised by the agency, as necessary, to reflect changes to the agency’s strategies and programs carried out under this subpart.
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ADDITIONAL INFORMATION.—
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AMENDMENTS.—If the State educational agency or specially qualified agency amends the plan, the agency shall submit such amendment to the Secretary.
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APPROVAL.—The Secretary shall approve such amendment to an approved plan, unless the Secretary determines that the amendment will result in the agency not meeting the requirements, or fulfilling the purposes, of this subpart.
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CONSOLIDATED PLAN.—A plan submitted under subsection (a) may be submitted as part of a consolidated plan under section 8302.
(f) SECRETARY ASSISTANCE.—The Secretary shall provide technical assistance, if requested by the State, in the development of English proficiency standards and assessments.
SEC. 3114. [20 U.S.C. 6824] WITHIN-STATE ALLOCATIONS.
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IN GENERAL.—After making the reservation required under subsection (d)(1), each State educational agency receiving a grant under section 3111(c)(2) shall award subgrants for a fiscal year by allocating in a timely manner to each eligible entity in the State having a plan approved under section 3116 an amount that bears the same relationship to the amount received under the grant and remaining after making such reservation as the population of English learners in schools served by the eligible entity bears to the population of English learners in schools served by all eligible entities in the State.
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LIMITATION.—A State educational agency shall not award a subgrant from an allocation made under subsection (a) if the amount of such subgrant would be less than $10,000.
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REALLOCATION.—Whenever a State educational agency determines that an amount from an allocation made to an eligible entity under subsection (a) for a fiscal year will not be used by the entity for the purpose for which the allocation was made, the agency shall, in accordance with such rules as it determines to be appropriate, reallocate such amount, consistent with such subsection, to other eligible entities in the State that the agency determines will use the amount to carry out that purpose.
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REQUIRED RESERVATION.—A State educational agency receiving a grant under this subpart for a fiscal year—
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shall reserve not more than 15 percent of the agency’s allotment under section 3111(c)(2) to award subgrants to eligible entities in the State that have experienced a significant increase, as compared to the average of the 2 preceding fiscal years, in the percentage or number of immigrant children and youth, who have enrolled, during the fiscal year for which the subgrant is made, in public and nonpublic elementary schools and secondary schools in the geographic areas under the jurisdiction of, or served by, such entities; and
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in awarding subgrants under paragraph (1)—
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shall equally consider eligible entities that satisfy the requirement of such paragraph but have limited or no experience in serving immigrant children and youth; and
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shall consider the quality of each local plan under section 3116 and ensure that each subgrant is of sufficient size and scope to meet the purposes of this part.
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SEC. 3115. [20 U.S.C. 6825] SUBGRANTS TO ELIGIBLE ENTITIES.
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PURPOSES OF SUBGRANTS.—A State educational agency may make a subgrant to an eligible entity from funds received by the agency under this subpart only if the entity agrees to expend the funds to improve the education of English learners by assisting the children to learn English and meet the challenging State academic standards. In carrying out activities with such funds, the eligible entity shall use effective approaches and methodologies for teaching English learners and immigrant children and youth for the following purposes:
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Developing and implementing new language instruction educational programs and academic content instructional programs for English learners and immigrant children and youth, including early childhood education programs, elementary school programs, and secondary school programs.
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Carrying out highly focused, innovative, locally designed activities to expand or enhance existing language instruction educational programs and academic content instructional programs for English learners and immigrant children and youth.
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Implementing, within an individual school, schoolwide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction for English learners and immigrant children and youth.
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Implementing, within the entire jurisdiction of a local educational agency, agencywide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction for English learners and immigrant children and youth.
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DIRECT ADMINISTRATIVE EXPENSES.—Each eligible entity receiving funds under section 3114(a) for a fiscal year may use not more than 2 percent of such funds for the cost of administering this subpart.
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REQUIRED SUBGRANTEE ACTIVITIES.—An eligible entity receiving funds under section 3114(a) shall use the funds—
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to increase the English language proficiency of English learners by providing effective language instruction educational programs that meet the needs of English learners and demonstrate success in increasing—
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English language proficiency; and
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student academic achievement;
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to provide effective professional development to classroom teachers (including teachers in classroom settings that are not the settings of language instruction educational programs), principals and other school leaders, administrators, and other school or community-based organizational personnel, that is—
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designed to improve the instruction and assessment of English learners;
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designed to enhance the ability of such teachers, principals, and other school leaders to understand and implement curricula, assessment practices and measures, and instructional strategies for English learners;
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effective in increasing children’s English language proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of such teachers; and
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of sufficient intensity and duration (which shall not include activities such as 1-day or short-term workshops and conferences) to have a positive and lasting impact on the teachers’ performance in the classroom, except that this subparagraph shall not apply to an activity that is one component of a long-term, comprehensive professional development plan established by a teacher and the teacher’s supervisor based on an assessment of the needs of the teacher, the supervisor, the students of the teacher, and any local educational agency employing the teacher, as appropriate; and
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to provide and implement other effective activities and strategies that enhance or supplement language instruction educational programs for English learners, which—
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shall include parent, family, and community engagement activities; and
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may include strategies that serve to coordinate and align related programs.
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AUTHORIZED SUBGRANTEE ACTIVITIES.—Subject to subsection (c), an eligible entity receiving funds under section 3114(a) may use the funds to achieve any of the purposes described in subsection (a) by undertaking 1 or more of the following activities:
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Upgrading program objectives and effective instructional strategies.
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Improving the instructional program for English learners by identifying, acquiring, and upgrading curricula, instructional materials, educational software, and assessment procedures.
-
Providing to English learners—
-
tutorials and academic or career and technical education; and
-
intensified instruction, which may include materials in a language that the student can understand, interpreters, and translators.
-
-
Developing and implementing effective preschool, elementary school, or secondary school language instruction educational programs that are coordinated with other relevant programs and services.
-
Improving the English language proficiency and academic achievement of English learners.
-
Providing community participation programs, family literacy services, and parent and family outreach and training activities to English learners and their families—
-
to improve the English language skills of English learners; and
-
to assist parents and families in helping their children to improve their academic achievement and becoming active participants in the education of their children.
-
-
Improving the instruction of English learners, which may include English learners with a disability, by providing for—
-
the acquisition or development of educational technology or instructional materials;
-
access to, and participation in, electronic networks for materials, training, and communication; and
-
incorporation of the resources described in subparagraphs (A) and (B) into curricula and programs, such as those funded under this subpart.
-
-
Offering early college high school or dual or concurrent enrollment programs or courses designed to help English learners achieve success in postsecondary education.
-
Carrying out other activities that are consistent with the purposes of this section.
-
-
ACTIVITIES BY AGENCIES EXPERIENCING SUBSTANTIAL INCREASES IN IMMIGRANT CHILDREN AND YOUTH.—
-
IN GENERAL.—An eligible entity receiving funds under section 3114(d)(1) shall use the funds to pay for activities that provide enhanced instructional opportunities for immigrant children and youth, which may include—
-
family literacy, parent and family outreach, and training activities designed to assist parents and families to become active participants in the education of their children;
-
recruitment of, and support for, personnel, including teachers and paraprofessionals who have been specifically trained, or are being trained, to provide services to immigrant children and youth;
-
provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth;
-
identification, development, and acquisition of curricular materials, educational software, and technologies to be used in the program carried out with awarded funds;
-
basic instructional services that are directly attributable to the presence of immigrant children and youth in the local educational agency involved, including the payment of costs of providing additional classroom supplies, costs of transportation, or such other costs as are directly attributable to such additional basic instructional services;
-
other instructional services that are designed to assist immigrant children and youth to achieve in elementary schools and secondary schools in the United States, such as programs of introduction to the educational system and civics education; and
-
activities, coordinated with community-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents and families of immigrant children and youth by offering comprehensive community services.
-
-
DURATION OF SUBGRANTS.—The duration of a subgrant made by a State educational agency under section 3114(d)(1) shall be determined by the agency in its discretion.
-
-
SELECTION OF METHOD OF INSTRUCTION.—
-
IN GENERAL.—To receive a subgrant from a State educational agency under this subpart, an eligible entity shall select one or more methods or forms of effective instruction to be used in the programs and activities undertaken by the entity to assist English learners to attain English language proficiency and meet challenging State academic standards.
-
CONSISTENCY.—The selection described in paragraph (1) shall be consistent with sections 3124 through 3126.
-
-
SUPPLEMENT, NOT SUPPLANT.—Federal funds made available under this subpart shall be used so as to supplement the level of Federal, State, and local public funds that, in the absence of such availability, would have been expended for programs for English learners and immigrant children and youth and in no case to supplant such Federal, State, and local public funds.
SEC. 3116. [20 U.S.C. 6826] LOCAL PLANS.
-
PLAN REQUIRED.—Each eligible entity desiring a subgrant from the State educational agency under section 3114 shall submit a plan to the State educational agency at such time, in such manner, and containing such information as the State educational agency may require.
-
CONTENTS.—Each plan submitted under subsection (a) shall—
-
describe the effective programs and activities, including language instruction educational programs, proposed to be developed, implemented, and administered under the subgrant that will help English learners increase their English language proficiency and meet the challenging State academic standards;
-
describe how the eligible entity will ensure that elementary schools and secondary schools receiving funds under this subpart assist English learners in—
-
achieving English proficiency based on the State’s English language proficiency assessment under section 1111(b)(2)(G), consistent with the State’s long-term goals, as described in section 1111(c)(4)(A)(ii); and
-
meeting the challenging State academic standards;
-
-
describe how the eligible entity will promote parent, family, and community engagement in the education of English learners;
-
contain assurances that—
-
each local educational agency that is included in the eligible entity is complying with section 1112(e) prior to, and throughout, each school year as of the date of application;
-
the eligible entity is not in violation of any State law, including State constitutional law, regarding the education of English learners, consistent with sections 3125 and 3126;
-
the eligible entity consulted with teachers, researchers, school administrators, parents and family members, community members, public or private entities, and institutions of higher education, in developing and implementing such plan; and
-
the eligible entity will, if applicable, coordinate activities and share relevant data under the plan with local Head Start and Early Head Start agencies, including migrant and seasonal Head Start agencies, and other early childhood education providers.
-
-
-
TEACHER ENGLISH FLUENCY.—Each eligible entity receiving a subgrant under section 3114 shall include in its plan a certification that all teachers in any language instruction educational program for English learners that is, or will be, funded under this part are fluent in English and any other language used for instruction, including having written and oral communications skills.
Subpart 2—Accountability and Administration
SEC. 3121. [20 U.S.C. 6841] REPORTING.
-
IN GENERAL.—Each eligible entity that receives a subgrant from a State educational agency under subpart 1 shall provide such agency, at the conclusion of every second fiscal year during which the subgrant is received, with a report, in a form prescribed by the agency, on the activities conducted and children served under such subpart that includes—
-
a description of the programs and activities conducted by the entity with funds received under subpart 1 during the 2 immediately preceding fiscal years, which shall include a description of how such programs and activities supplemented programs funded primarily with State or local funds;
-
the number and percentage of English learners in the programs and activities who are making progress toward achieving English language proficiency, as described in section 1111(c)(4)(A)(ii), in the aggregate and disaggregated, at a minimum, by English learners with a disability;
-
the number and percentage of English learners in the programs and activities attaining English language proficiency based on State English language proficiency standards established under section 1111(b)(1)(G) [ 20A ] by the end of each school year, as determined by the State’s English language proficiency assessment under section 1111(b)(2)(G);
-
the number and percentage of English learners who exit the language instruction educational programs based on their attainment of English language proficiency;
-
the number and percentage of English learners meeting challenging State academic standards for each of the 4 years after such children are no longer receiving services under this part, in the aggregate and disaggregated, at a minimum, by English learners with a disability;
-
the number and percentage of English learners who have not attained English language proficiency within 5 years of initial classification as an English learner and first enrollment in the local educational agency; and
-
any other information that the State educational agency may require.
-
-
USE OF REPORT.—A report provided by an eligible entity under subsection (a) shall be used by the entity and the State educational agency for improvement of programs and activities under this part.
-
SPECIAL RULE FOR SPECIALLY QUALIFIED AGENCIES.—Each specially qualified agency receiving a grant under subpart 1 shall provide the reports described in subsection (a) to the Secretary subject to the same requirements as apply to eligible entities providing such evaluations to State educational agencies under such subsection.
SEC. 3122. [20 U.S.C. 6843] BIENNIAL REPORTS.
-
STATES.—Based upon the reports provided to a State educational agency under section 3121, each such agency that receives a grant under this part shall prepare and submit every second year to the Secretary a report on programs and activities carried out by the State educational agency under this part and the effectiveness of such programs and activities in improving the education provided to English learners.
-
SECRETARY.—Every second year, the Secretary shall prepare and submit to the Committee on Education and the Workforce of the House of Representatives and the Committee on Health, Education, Labor, and Pensions of the Senate a report—
-
on programs and activities carried out to serve English learners under this part, and the effectiveness of such programs and activities in improving the academic achievement and English proficiency of English learners;
-
on the types of language instruction educational programs used by local educational agencies or eligible entities receiving funding under this part to teach English learners;
-
containing a critical synthesis of data reported by eligible entities to States under section 3121(a);
-
containing a description of technical assistance and other assistance provided by State educational agencies under section 3111(b)(2)(D);
-
containing an estimate of the number of certified or licensed teachers working in language instruction educational programs and educating English learners, and an estimate of the number of such teachers that will be needed for the succeeding 5 fiscal years;
-
containing the findings of the most recent evaluation related to English learners carried out under section 8601;
-
containing the number of programs or activities, if any, that were terminated because the entities carrying out the programs or activities were not able to reach program goals;
-
containing the number of English learners served by eligible entities receiving funding under this part who were transitioned out of language instruction educational programs funded under this part; and
-
containing other information gathered from the evaluations from specially qualified agencies and other reports submitted to the Secretary under this part when applicable.
-
SEC. 3123. [20 U.S.C. 6844] COORDINATION WITH RELATED PROGRAMS.
In order to maximize Federal efforts aimed at serving the educational needs of English learners, the Secretary shall coordinate and ensure close cooperation with other entities carrying out programs serving language-minority and English learners that are administered by the Department and other agencies. The Secretary shall report to the Congress on parallel Federal programs in other agencies and departments.
SEC. 3124. [20 U.S.C. 6845] RULES OF CONSTRUCTION.
Nothing in this part shall be construed—
-
to prohibit a local educational agency from serving English learners simultaneously with children with similar educational needs, in the same educational settings where appropriate;
-
to require a State or a local educational agency to establish, continue, or eliminate any particular type of instructional program for English learners; or
-
to limit the preservation or use of Native American languages.
SEC. 3125. [20 U.S.C. 6846] LEGAL AUTHORITY UNDER STATE LAW.
Nothing in this part shall be construed to negate or supersede State law, or the legal authority under State law of any State agency, State entity, or State public official, over programs that are under the jurisdiction of the State agency, entity, or official.
SEC. 3126. [20 U.S.C. 6847] CIVIL RIGHTS.
Nothing in this part shall be construed in a manner inconsistent with any Federal law guaranteeing a civil right.
SEC. 3127. [20 U.S.C. 6848] PROGRAMS FOR NATIVE AMERICANS AND PUERTO RICO.
Notwithstanding any other provision of this part, programs authorized under this part that serve Native American (including Native American Pacific Islander) children and children in the Commonwealth of Puerto Rico may include programs of instruction, teacher training, curriculum development, evaluation, and assessment designed for Native American children learning and studying Native American languages and children of limited Spanish proficiency, except that an outcome of programs serving such children shall be increased English proficiency among such children.
SEC. 3128. [20 U.S.C. 6849] PROHIBITION.
In carrying out this part, the Secretary shall neither mandate nor preclude the use of a particular curricular or pedagogical approach to educating English learners.
Subpart 3—National Activities
SEC. 3131. [20 U.S.C. 6861] NATIONAL PROFESSIONAL DEVELOPMENT PROJECT.
The Secretary shall use funds made available under section 3111(c)(1)(C) to award grants on a competitive basis, for a period of not more than 5 years, to institutions of higher education or public or private entities with relevant experience and capacity (in consortia with State educational agencies or local educational agencies) to provide for professional development activities that will improve classroom instruction for English learners and assist educational personnel working with English learners to meet high professional standards, including standards for certification and licensure as teachers who work in language instruction educational programs or serve English learners. Grants awarded under this section may be used—
-
-
for effective preservice or inservice professional development programs that will improve the qualifications and skills of educational personnel involved in the education of English learners, including personnel who are not certified or licensed and educational paraprofessionals, and for other activities to increase teacher and school leader effectiveness in meeting the needs of English learners;
-
for the development of curricula or other instructional strategies appropriate to the needs of the consortia participants involved;
-
to support strategies that strengthen and increase parent, family, and community member engagement in the education of English learners;
-
to develop, share, and disseminate effective practices in the instruction of English learners and in increasing the student academic achievement of English learners, such as through the use of technology-based programs;
-
in conjunction with other Federal need-based student financial assistance programs, for financial assistance, and costs related to tuition, fees, and books for enrolling in courses required to complete the degree involved, to meet certification or licensing requirements for teachers who work in language instruction educational programs or serve English learners; and
-
as appropriate, to support strategies that promote school readiness of English learners and their transition from early childhood education programs, such as Head Start or State-run preschool programs, to elementary school programs.
-
PART B—GENERAL PROVISIONS
SEC. 3201. [20 U.S.C. 7011] DEFINITIONS.
Except as otherwise provided, in this title:
-
-
CHILD.—The term “child” means any individual aged 3 through 21.
-
COMMUNITY–BASED ORGANIZATION.—The term “community-based organization” means a private nonprofit organization of demonstrated effectiveness, Indian tribe, or tribally sanctioned educational authority, that is representative of a community or significant segments of a community and that provides educational or related services to individuals in the community. Such term includes a Native Hawaiian or Native American Pacific Islander native language educational organization.
-
ELIGIBLE ENTITY.—The term “eligible entity” means—
-
one or more local educational agencies; or
-
one or more local educational agencies, in consortia or collaboration with an institution of higher education, educational service agency, community-based organization, or State educational agency.
-
-
ENGLISH LEARNER WITH A DISABILITY.—The term “English learner with a disability” means an English learner who is also a child with a disability, as that term is defined in section 602 of the Individuals with Disabilities Education Act.
-
IMMIGRANT CHILDREN AND YOUTH.—The term “immigrant children and youth” means individuals who—
-
are aged 3 through 21;
-
were not born in any State; and
-
have not been attending one or more schools in any one or more States for more than 3 full academic years.
-
-
INDIAN TRIBE.—The term “Indian tribe” means any Indian tribe, band, nation, or other organized group or community, including any Native village or Regional Corporation or Village Corporation as defined in or established pursuant to the Alaska Native Claims Settlement Act, that is recognized as eligible for the special programs and services provided by the United States to Indians because of their status as Indians.
-
LANGUAGE INSTRUCTION EDUCATIONAL PROGRAM.—The term “language instruction educational program” means an instruction course—
-
in which an English learner is placed for the purpose of developing and attaining English proficiency, while meeting challenging State academic standards; and
-
that may make instructional use of both English and a child’s native language to enable the child to develop and attain English proficiency, and may include the participation of English proficient children if such course is designed to enable all participating children to become proficient in English and a second language.
-
-
NATIVE AMERICAN AND NATIVE AMERICAN LANGUAGE.— The terms “Native American” and “Native American language” shall have the meanings given such terms in section 103 of the Native American Languages Act.
-
NATIVE HAWAIIAN OR NATIVE AMERICAN PACIFIC ISLANDER NATIVE LANGUAGE EDUCATIONAL ORGANIZATION.—The term “Native Hawaiian or Native American Pacific Islander native language educational organization” means a nonprofit organization with—
-
a majority of its governing board and employees consisting of fluent speakers of the traditional Native American languages used in the organization’s educational programs; and
-
not less than 5 years successful experience in providing educational services in traditional Native American languages.
-
-
NATIVE LANGUAGE.—The term “native language”, when used with reference to an individual of limited English proficiency, means—
-
the language normally used by such individual; or
-
in the case of a child or youth, the language normally used by the parents of the child or youth.
-
-
PARAPROFESSIONAL.—The term “paraprofessional” means an individual who is employed in a preschool, elementary school, or secondary school under the supervision of a certified or licensed teacher, including individuals employed in language instruction educational programs, special education, and migrant education.
-
SPECIALLY QUALIFIED AGENCY.—The term “specially qualified agency” means an eligible entity in a State whose State educational agency—
-
does not participate in a program under subpart 1 of part A for a fiscal year; or
-
submits a plan (or any amendment to a plan) that the Secretary, after reasonable notice and opportunity for a hearing, determines does not satisfy the requirements of such subpart.
-
-
STATE.—The term “State” means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico.
-
TRIBALLY SANCTIONED EDUCATIONAL AUTHORITY.—The term “tribally sanctioned educational authority” means—
-
any department or division of education operating within the administrative structure of the duly constituted governing body of an Indian tribe; and
-
any nonprofit institution or organization that is—
-
chartered by the governing body of an Indian tribe to operate a school described in section 3112(a) or otherwise to oversee the delivery of educational services to members of the tribe; and
-
approved by the Secretary for the purpose of carrying out programs under subpart 1 of part A for individuals served by a school described in section 3112(a).
-
-
-
SEC. 3202. [20 U.S.C. 7013] NATIONAL CLEARINGHOUSE.
-
IN GENERAL.—The Secretary shall establish and support the operation of a National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs, which shall collect, analyze, synthesize, and disseminate information about language instruction educational programs for English learners, and related programs. The National Clearinghouse shall—
-
be administered as an adjunct clearinghouse of the Educational Resources Information Center Clearinghouses system supported by the Institute of Education Sciences;
-
coordinate activities with Federal data and information clearinghouses and entities operating Federal dissemination networks and systems;
-
develop a system for improving the operation and effectiveness of federally funded language instruction educational programs;
-
collect and disseminate information on—
-
educational research and processes related to the education of English learners, including English learners with a disability, that includes information on best practices on instructing and serving English learners; and
-
accountability systems that monitor the academic progress of English learners in language instruction educational programs, including information on academic content and English proficiency assessments for language instruction educational programs; and
-
-
publish, on an annual basis, a list of grant recipients under this title.
-
-
CONSTRUCTION.—Nothing in this section shall authorize the Secretary to hire additional personnel to execute subsection (a).
SEC. 3203. [20 U.S.C. 7014] REGULATIONS.
In developing regulations under this title, the Secretary shall consult with State educational agencies and local educational agencies, organizations representing English learners, and organizations representing teachers and other personnel involved in the education of English learners.
Footnotes [20A] So in original. Probably should be “1111(b)(1)(F)”.
Back to ESSA Table of Contents
Title II Preparing, Training, and Recruiting High-Quality Teacher, Principals, or Other School Leaders
- TITLE I: IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED
- PART A: IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES
- PART B: STATE ASSESSMENT GRANTS
- PART C: EDUCATION OF MIGRATORY CHILDREN
- PART D: PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT RISK
- PART E: FLEXIBILITY FOR EQUITABLE PER-PUPIL FUNDING
- PART F: GENERAL PROVISIONS
- TITLE VIII: GENERAL PROVISIONS
- PART A: DEFINITIONS
- PART B: FLEXIBILITY IN THE USE OF ADMINISTRATIVE AND OTHER FUNDS
- PART C: COORDINATION OF PROGRAMS; CONSOLIDATED STATE AND LOCAL PLANS AND APPLICATIONS
- PART D: WAIVERS
- PART E: APPROVAL AND DISAPPROVAL OF STATE PLANS AND LOCAL APPLICATIONS
- PART F: UNIFORM PROVISIONS
- PART G: EVALUATIONS
SEC. 2001. [20 U.S.C. 6601] PURPOSE.
The purpose of this title is to provide grants to State educational agencies and subgrants to local educational agencies to—
-
-
increase student achievement consistent with the challenging State academic standards;
-
improve the quality and effectiveness of teachers, principals, and other school leaders;
-
increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and
-
provide low-income and minority students greater access to effective teachers, principals, and other school leaders.
-
SEC. 2002. [20 U.S.C. 6602] DEFINITIONS.
In this title:
-
-
SCHOOL LEADER RESIDENCY PROGRAM.—The term ”school leader residency program” means a school-based principal or other school leader preparation program in which a prospective principal or other school leader—
-
for 1 academic year, engages in sustained and rigorous clinical learning with substantial leadership responsibilities and an opportunity to practice and be evaluated in an authentic school setting; and
-
during that academic year—
-
participates in evidence-based coursework, to the extent the State (in consultation with local educational agencies in the State) determines that such evidence is reasonably available, that is integrated with the clinical residency experience; and
-
receives ongoing support from a mentor principal or other school leader, who is effective.
-
-
-
STATE.—The term ”State” means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico.
-
STATE AUTHORIZER.—The term ”State authorizer” means an entity designated by the Governor of a State to recognize teacher, principal, or other school leader preparation academies within the State that—
-
enters into an agreement with a teacher, principal, or other school leader preparation academy that specifies the goals expected of the academy, as described in paragraph (4)(A)(i);
-
may be a nonprofit organization, State educational agency, or other public entity, or consortium of such entities (including a consortium of States); and
-
does not reauthorize a teacher, principal, or other school leader preparation academy if the academy fails to produce the minimum number or percentage of effective teachers or principals or other school leaders, respectively (as determined by the State), identified in the academy’s authorizing agreement.
-
-
TEACHER, PRINCIPAL, OR OTHER SCHOOL LEADER PREPARATION ACADEMY.—The term ”teacher, principal, or other school leader preparation academy” means a public or other nonprofit entity, which may be an institution of higher education or an organization affiliated with an institution of higher education, that establishes an academy that will prepare teachers, principals, or other school leaders to serve in high-needs schools, and that—
-
enters into an agreement with a State authorizer that specifies the goals expected of the academy, including—
-
a requirement that prospective teachers, principals, or other school leaders who are enrolled in the academy receive a significant part of their training through clinical preparation that partners the prospective candidate with an effective teacher, principal, or other school leader, as determined by the State, respectively, with a demonstrated record of increasing student academic achievement, including for the subgroups of students defined in section 1111(c)(2), while also receiving concurrent instruction from the academy in the content area (or areas) in which the prospective teacher, principal, or other school leader will become certified or licensed that links to the clinical preparation experience;
-
the number of effective teachers, principals, or other school leaders, respectively, who will demonstrate success in increasing student academic achievement that the academy will prepare; and
-
a requirement that the academy will award a certificate of completion (or degree, if the academy is, or is affiliated with, an institution of higher education) to a teacher only after the teacher demonstrates that the teacher is an effective teacher, as determined by the State, with a demonstrated record of increasing student academic achievement either as a student teacher or teacher-of-record on an alternative certificate, license, or credential;
-
a requirement that the academy will award a certificate of completion (or degree, if the academy is, or is affiliated with, an institution of higher education) to a principal or other school leader only after the principal or other school leader demonstrates a record of success in improving student performance; and
-
timelines for producing cohorts of graduates and conferring certificates of completion (or degrees, if the academy is, or is affiliated with, an institution of higher education) from the academy;
-
-
does not have unnecessary restrictions on the methods the academy will use to train prospective teacher, principal, or other school leader candidates, including—
-
obligating (or prohibiting) the academy’s faculty to hold advanced degrees or conduct academic research;
-
restrictions related to the academy’s physical infrastructure;
-
restrictions related to the number of course credits required as part of the program of study;
-
restrictions related to the undergraduate coursework completed by teachers teaching or working on alternative certificates, licenses, or credentials, as long as such teachers have successfully passed all relevant State-approved content area examinations; or
-
restrictions related to obtaining accreditation from an accrediting body for purposes of becoming an academy;
-
-
limits admission to its program to prospective teacher, principal, or other school leader candidates who demonstrate strong potential to improve student academic achievement, based on a rigorous selection process that reviews a candidate’s prior academic achievement or record of professional accomplishment; and
-
results in a certificate of completion or degree that the State may, after reviewing the academy’s results in producing effective teachers, or principals, or other school leaders, respectively (as determined by the State) recognize as at least the equivalent of a master’s degree in education for the purposes of hiring, retention, compensation, and promotion in the State.
-
-
TEACHER RESIDENCY PROGRAM.—The term ”teacher residency program” means a school-based teacher preparation program in which a prospective teacher—
-
for not less than 1 academic year, teaches alongside an effective teacher, as determined by the State or local educational agency, who is the teacher of record for the classroom;
-
receives concurrent instruction during the year described in subparagraph (A)—
-
through courses that may be taught by local educational agency personnel or by faculty of the teacher preparation program; and
-
in the teaching of the content area in which the teacher will become certified or licensed; and
-
-
acquires effective teaching skills, as demonstrated through completion of a residency program, or other measure determined by the State, which may include a teacher performance assessment.
-
-
SEC. 2003. [20 U.S.C. 6603] AUTHORIZATION OF APPROPRIATIONS.
-
GRANTS TO STATES AND LOCAL EDUCATIONAL AGENCIES.— For the purpose of carrying out part A, there are authorized to be appropriated $2,295,830,000 for each of fiscal years 2017 through 2020.
-
NATIONAL ACTIVITIES.—For the purpose of carrying out part B, there are authorized to be appropriated—
-
$468,880,575 for each of fiscal years 2017 and 2018;
-
$469,168,000 for fiscal year 2019; and
-
$489,168,000 for fiscal year 2020.
-
PART A—SUPPORTING EFFECTIVE INSTRUCTION
SEC. 2101. [20 U.S.C. 6611] FORMULA GRANTS TO STATES.
-
RESERVATION OF FUNDS.—From the total amount appropriated under section 2003(a) for a fiscal year, the Secretary shall reserve—
-
one-half of 1 percent for allotments for the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands, to be distributed among those outlying areas on the basis of their relative need, as determined by the Secretary, in accordance with the purpose of this title; and
-
one-half of 1 percent for the Secretary of the Interior for programs under this part in schools operated or funded by the Bureau of Indian Education.
-
-
STATE ALLOTMENTS.—
-
HOLD HARMLESS.—
-
FISCAL YEARS 2017 THROUGH 2022.—For each of fiscal years 2017 through 2022, subject to paragraph (2) and subparagraph (C), from the funds appropriated under section 2003(a) for a fiscal year that remain after the Secretary makes the reservations under subsection (a), the Secretary shall allot to each State an amount equal to the total amount that such State received for fiscal year 2001 under—
-
section 2202(b) of this Act (as in effect on the day before the date of enactment of the No Child Left Behind Act of 2001); and
-
section 306 of the Department of Education Appropriations Act, 2001 (as enacted into law by section 1(a)(1) of Public Law 106–554).
-
-
RATABLE REDUCTION.—If the funds described in subparagraph (A) are insufficient to pay the full amounts that all States are eligible to receive under subparagraph (A) for any fiscal year, the Secretary shall ratably reduce those amounts for the fiscal year.
(C) PERCENTAGE REDUCTION.—For each of fiscal years 2017 through 2022, the amount in subparagraph (A) shall be reduced by a percentage equal to the product of 14.29 percent and the number of years between the fiscal year for which the determination is being made and fiscal year 2016.
-
-
ALLOTMENT OF ADDITIONAL FUNDS.—
-
IN GENERAL.—Subject to subparagraph (B), for any fiscal year for which the funds appropriated under section 2003(a) and not reserved under subsection (a) exceed the total amount required to make allotments under paragraph (1), the Secretary shall allot to each State the sum of—
-
for fiscal year 2017—
-
an amount that bears the same relationship to 35 percent of the excess amount as the number of individuals aged 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and
-
an amount that bears the same relationship to 65 percent of the excess amount as the number of individuals aged 5 through 17 from families with incomes below the poverty line in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined;
-
-
for fiscal year 2018—
-
an amount that bears the same relationship to 30 percent of the excess amount as the number of individuals aged 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and
-
an amount that bears the same relationship to 70 percent of the excess amount as the number of individuals aged 5 through 17 from families with incomes below the poverty line in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined;
-
-
for fiscal year 2019—
-
an amount that bears the same relationship to 25 percent of the excess amount as the number of individuals aged 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and
-
an amount that bears the same relationship to 75 percent of the excess amount as the number of individuals aged 5 through 17 from families with incomes below the poverty line in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and
-
-
for fiscal year 2020—
-
an amount that bears the same relationship to 20 percent of the excess amount as the number of individuals aged 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and
-
an amount that bears the same relationship to 80 percent of the excess amount as the number of individuals aged 5 through 17 from families with incomes below the poverty line in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined.
-
-
-
EXCEPTION.—No State receiving an allotment under subparagraph (A) may receive less than one-half of 1 percent of the total excess amount allotted under such subparagraph for a fiscal year.
-
-
FISCAL YEAR 2021 AND SUCCEEDING FISCAL YEARS.—For fiscal year 2021 and each of the succeeding fiscal years—
-
the Secretary shall allot funds appropriated under section 2003(a) and not reserved under subsection (a) to each State in accordance with paragraph (2)(A)(iv); and
-
the amount appropriated but not reserved shall be treated as the excess amount.
-
-
REALLOTMENT.—If any State does not apply for an allotment under this subsection for any fiscal year, the Secretary shall reallot the amount of the allotment to the remaining States in accordance with this subsection.
-
-
STATE USES OF FUNDS.—
-
IN GENERAL.—Except as provided under paragraph (3), each State that receives an allotment under subsection (b) for a fiscal year shall reserve not less than 95 percent of such allotment to make subgrants to local educational agencies for such fiscal year, as described in section 2102.
-
STATE ADMINISTRATION.—A State educational agency may use not more than 1 percent of the amount allotted to such State under subsection (b) for the administrative costs of carrying out such State educational agency’s responsibilities under this part.
-
PRINCIPALS OR OTHER SCHOOL LEADERS.—Notwithstanding paragraph (1) and in addition to funds otherwise available for activities under paragraph (4), a State educational agency may reserve not more than 3 percent of the amount reserved for subgrants to local educational agencies under paragraph (1) for one or more of the activities for principals or other school leaders that are described in paragraph (4).
-
STATE ACTIVITIES.—
-
IN GENERAL.—The State educational agency for a State that receives an allotment under subsection (b) may use funds not reserved under paragraph (1) to carry out 1 or more of the activities described in subparagraph (B), which may be implemented in conjunction with a State agency of higher education (if such agencies are separate) and carried out through a grant or contract with a for-profit or nonprofit entity, including an institution of higher education.
-
TYPES OF STATE ACTIVITIES.—The activities described in this subparagraph are the following:
-
Reforming teacher, principal, or other school leader certification, recertification, licensing, or tenure systems or preparation program standards and approval processes to ensure that—
-
teachers have the necessary subject-matter knowledge and teaching skills, as demonstrated through measures determined by the State, which may include teacher performance assessments, in the academic subjects that the teachers teach to help students meet challenging State academic standards;
-
principals or other school leaders have the instructional leadership skills to help teachers teach and to help students meet such challenging State academic standards; and
-
teacher certification or licensing requirements are aligned with such challenging State academic standards.
-
-
Developing, improving, or providing assistance to local educational agencies to support the design and implementation of teacher, principal, or other school leader evaluation and support systems that are based in part on evidence of student academic achievement, which may include student growth, and shall include multiple measures of educator performance and provide clear, timely, and useful feedback to teachers, principals, or other school leaders, such as by—
-
developing and disseminating high-quality evaluation tools, such as classroom observation rubrics, and methods, including training and auditing, for ensuring inter-rater reliability of evaluation results;
-
developing and providing training to principals, other school leaders, coaches, mentors, and evaluators on how to accurately differentiate performance, provide useful and timely feedback, and use evaluation results to inform decisionmaking about professional development, improvement strategies, and personnel decisions; and
-
developing a system for auditing the quality of evaluation and support systems.
-
-
Improving equitable access to effective teachers
-
Carrying out programs that establish, expand,
or improve alternative routes for State certification of teachers (especially for teachers of children with disabilities, English learners, science, technology, engineering, mathematics, or other areas where the State experiences a shortage of educators), principals, or other school leaders, for—
-
individuals with a baccalaureate or master’s degree, or other advanced degree;
-
mid-career professionals from other occupations;
-
paraprofessionals;
-
former military personnel; and
-
recent graduates of institutions of higher education with records of academic distinction who demonstrate the potential to become effective teachers, principals, or other school leaders.
-
-
Developing, improving, and implementing mechanisms to assist local educational agencies and schools in effectively recruiting and retaining teachers, principals, or other school leaders who are effective in improving student academic achievement, including effective teachers from underrepresented minority groups and teachers with disabilities, such as through—
-
opportunities for effective teachers to lead evidence-based (to the extent the State determines that such evidence is reasonably available) professional development for the peers of such effective teachers; and
-
providing training and support for teacher leaders and principals or other school leaders who are recruited as part of instructional leadership teams.
-
-
Fulfilling the State educational agency’s responsibilities concerning proper and efficient administration and monitoring of the programs carried out under this part, including provision of technical assistance to local educational agencies.
-
Developing, or assisting local educational agencies in developing—
-
career opportunities and advancement initiatives that promote professional growth and emphasize multiple career paths, such as instructional coaching and mentoring (including hybrid roles that allow instructional coaching and mentoring while remaining in the classroom), school leadership, and involvement with school improvement and support;
-
strategies that provide differential pay, or other incentives, to recruit and retain teachers in high-need academic subjects and teachers, principals, or other school leaders, in low-income schools and school districts, which may include performance-based pay systems; and
-
new teacher, principal, or other school leader induction and mentoring programs that are, to the extent the State determines that such evidence is reasonably available, evidence-based, and designed to—
-
(aa) improve classroom instruction and student learning and achievement, including through improving school leadership programs; and
-
(bb) increase the retention of effective teachers, principals, or other school leaders.
-
-
-
Providing assistance to local educational agencies for the development and implementation of high-quality professional development programs for principals that enable the principals to be effective and prepare all students to meet the challenging State academic standards.
-
Supporting efforts to train teachers, principals, or other school leaders to effectively integrate technology into curricula and instruction, which may include training to assist teachers in implementing blended learning (as defined in section 4102(1)) projects.
-
Providing training, technical assistance, and capacity-building to local educational agencies that receive a subgrant under this part.
-
Reforming or improving teacher, principal, or other school leader preparation programs, such as through establishing teacher residency programs and school leader residency programs.
-
Establishing or expanding teacher, principal, or other school leader preparation academies, with an amount of the funds described in subparagraph (A) that is not more than 2 percent of the State’s allotment, if—
-
allowable under State law;
-
the State enables candidates attending a teacher, principal, or other school leader preparation academy to be eligible for State financial aid to the same extent as participants in other State-approved teacher or principal preparation programs, including alternative certification, licensure, or credential programs; and
-
the State enables teachers, principals, or other school leaders who are teaching or working while on alternative certificates, licenses, or credentials to teach or work in the State while enrolled in a teacher, principal, or other school leader preparation academy.
-
-
Supporting the instructional services provided by effective school library programs.
-
Developing, or assisting local educational agencies in developing, strategies that provide teachers, principals, or other school leaders with the skills, credentials, or certifications needed to educate all students in postsecondary education coursework through early college high school or dual or concurrent enrollment programs.
-
Providing training for all school personnel, including teachers, principals, other school leaders, specialized instructional support personnel, and paraprofessionals, regarding how to prevent and recognize child sexual abuse.
-
Supporting opportunities for principals, other school leaders, teachers, paraprofessionals, early childhood education program directors, and other early childhood education program providers to participate in joint efforts to address the transition to elementary school, including issues related to school readiness.
-
Developing and providing professional development and other comprehensive systems of support for teachers, principals, or other school leaders to promote high-quality instruction and instructional leadership in science, technology, engineering, and mathematics subjects, including computer science.
-
Supporting the professional development and improving the instructional strategies of teachers, principals, or other school leaders to integrate career and technical education content into academic instructional practices, which may include training on best practices to understand State and regional workforce needs and transitions to postsecondary education and the workforce.
-
Enabling States, as a consortium, to voluntarily develop a process that allows teachers who are licensed or certified in a participating State to teach in other participating States without completing additional licensure or certification requirements, except that nothing in this clause shall be construed to allow the Secretary to exercise any direction, supervision, or control over State teacher licensing or certification requirements.
-
Supporting and developing efforts to train teachers on the appropriate use of student data to ensure that individual student privacy is protected as required by section 444 of the General Education Provisions Act (commonly known as the ”Family Educational Rights and Privacy Act of 1974”) (20 U.S.C. 1232g) and in accordance with State student privacy laws and local educational agency student privacy and technology use policies.
-
Supporting other activities identified by the State that are, to the extent the State determines that such evidence is reasonably available, evidence-based and that meet the purpose of this title.
-
-
-
-
STATE APPLICATION.—
-
IN GENERAL.—In order to receive an allotment under this section for any fiscal year, a State shall submit an application to the Secretary at such time and in such manner as the Secretary may reasonably require.
-
CONTENTS.—Each application described under paragraph (1) shall include the following:
-
A description of how the State educational agency will use funds received under this title for State-level activities described in subsection (c).
-
A description of the State’s system of certification and licensing of teachers, principals, or other school leaders.
-
A description of how activities under this part are aligned with challenging State academic standards.
-
A description of how the activities carried out with funds under this part are expected to improve student achievement.
-
If a State educational agency plans to use funds under this part to improve equitable access to effective teachers, consistent with section 1111(g)(1)(B), a description of how such funds will be used for such purpose.
-
If applicable, a description of how the State educational agency will work with local educational agencies in the State to develop or implement State or local teacher, principal, or other school leader evaluation and support systems that meet the requirements of subsection (c)(4)(B)(ii).
-
An assurance that the State educational agency will monitor the implementation of activities under this part and provide technical assistance to local educational agencies in carrying out such activities.
-
An assurance that the State educational agency will work in consultation with the entity responsible for teacher, principal, or other school leader professional standards, certification, and licensing for the State, and encourage collaboration between educator preparation programs, the State, and local educational agencies to promote the readiness of new educators entering the profession.
-
An assurance that the State educational agency will comply with section 8501 (regarding participation by private school children and teachers).
-
A description of how the State educational agency will improve the skills of teachers, principals, or other school leaders in order to enable them to identify students with specific learning needs, particularly children with disabilities, English learners, students who are gifted and talented, and students with low literacy levels, and provide instruction based on the needs of such students.
-
A description of how the State will use data and ongoing consultation as described in paragraph (3) to continually update and improve the activities supported under this part.
-
A description of how the State educational agency will encourage opportunities for increased autonomy and flexibility for teachers, principals, or other school leaders, such as by establishing innovation schools that have a high degree of autonomy over budget and operations, are transparent and accountable to the public, and lead to improved academic outcomes for students.
-
A description of actions the State may take to improve preparation programs and strengthen support for teachers, principals, or other school leaders based on the needs of the State, as identified by the State educational agency.
-
-
CONSULTATION.—In developing the State application under this subsection, a State shall—
-
meaningfully consult with teachers, principals, other school leaders, paraprofessionals (including organizations representing such individuals), specialized instructional support personnel, charter school leaders (in a State that has charter schools), parents, community partners, and other organizations or partners with relevant and demonstrated expertise in programs and activities designed to meet the purpose of this title;
-
seek advice from the individuals, organizations, or partners described in subparagraph (A) regarding how best to improve the State’s activities to meet the purpose of this title; and
-
coordinate the State’s activities under this part with other related strategies, programs, and activities being conducted in the State.
-
-
LIMITATION.—Consultation required under paragraph (3) shall not interfere with the timely submission of the application required under this section.
-
-
PROHIBITION.—Nothing in this section shall be construed to authorize the Secretary or any other officer or employee of the Federal Government to mandate, direct, or control any of the following:
-
The development, improvement, or implementation of elements of any teacher, principal, or other school leader evaluation system.
-
Any State or local educational agency’s definition of teacher, principal, or other school leader effectiveness.
-
Any teacher, principal, or other school leader professional standards, certification, or licensing.
-
SEC. 2102. [20 U.S.C. 6612] SUBGRANTS TO LOCAL EDUCATIONAL AGENCIES.
-
ALLOCATION OF FUNDS TO LOCAL EDUCATIONAL AGENCIES.—
-
IN GENERAL.—From funds reserved by a State under section 2101(c)(1) for a fiscal year, the State, acting through the State educational agency, shall award subgrants to eligible local educational agencies from allocations described in paragraph (2).
-
ALLOCATION FORMULA.—From the funds described in paragraph (1), the State educational agency shall allocate to each of the eligible local educational agencies in the State for a fiscal year the sum of—
-
an amount that bears the same relationship to 20 percent of such funds for such fiscal year as the number of individuals aged 5 through 17 in the geographic area served by the agency, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in the geographic areas served by all eligible local educational agencies in the State, as so determined; and
-
an amount that bears the same relationship to 80 percent of the funds for such fiscal year as the number of individuals aged 5 through 17 from families with incomes below the poverty line in the geographic area served by the agency, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in the geographic areas served by all the eligible local educational agencies in the State, as so determined.
-
-
RULE OF CONSTRUCTION.—Nothing in this section shall be construed to prohibit a consortium of local educational agencies that are designated with a locale code of 41, 42, or 43, or such local educational agencies designated with a locale code of 41, 42, or 43 that work in cooperation with an educational service agency, from voluntarily combining allocations received under this part for the collective use of funding by the consortium for activities under this section.
-
-
LOCAL APPLICATIONS.—
-
IN GENERAL.—To be eligible to receive a subgrant under this section, a local educational agency 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 reasonably require.
-
CONTENTS OF APPLICATION.—Each application submitted under paragraph (1) shall include the following:
-
A description of the activities to be carried out by the local educational agency under this section and how these activities will be aligned with challenging State academic standards.
-
A description of the local educational agency’s systems of professional growth and improvement, such as induction for teachers, principals, or other school leaders and opportunities for building the capacity of teachers and opportunities to develop meaningful teacher leadership.
-
A description of how the local educational agency will prioritize funds to schools served by the agency that are implementing comprehensive support and improvement activities and targeted support and improvement activities under section 1111(d) and have the highest percentage of children counted under section 1124(c).
-
A description of how the local educational agency will use data and ongoing consultation described in paragraph (3) to continually update and improve activities supported under this part.
-
An assurance that the local educational agency will comply with section 8501 (regarding participation by private school children and teachers).
-
An assurance that the local educational agency will coordinate professional development activities authorized under this part with professional development activities provided through other Federal, State, and local programs.
-
-
CONSULTATION.—In developing the application described in paragraph (2), a local educational agency shall—
-
meaningfully consult with teachers, principals, other school leaders, paraprofessionals (including organizations representing such individuals), specialized instructional support personnel, charter school leaders (in a local educational agency that has charter schools), parents, community partners, and other organizations or partners with relevant and demonstrated expertise in programs and activities designed to meet the purpose of this title;
-
seek advice from the individuals and organizations described in subparagraph (A) regarding how best to improve the local educational agency’s activities to meet the purpose of this title; and
-
coordinate the local educational agency’s activities under this part with other related strategies, programs, and activities being conducted in the community.
-
-
LIMITATION.—Consultation required under paragraph (3) shall not interfere with the timely submission of the application required under this section.
-
SEC. 2103. [20 U.S.C. 6613] LOCAL USES OF FUNDS.
-
IN GENERAL.—A local educational agency that receives a subgrant under section 2102 shall use the funds made available through the subgrant to develop, implement, and evaluate comprehensive programs and activities described in subsection (b), which may be carried out—
-
through a grant or contract with a for-profit or nonprofit entity; or
-
in partnership with an institution of higher education or an Indian tribe or tribal organization (as such terms are defined under section 4 of the Indian Self-Determination and Education Assistance Act (25 U.S.C. 450b)).
-
-
TYPES OF ACTIVITIES.—The programs and activities described in this subsection—
-
shall be in accordance with the purpose of this title;
-
shall address the learning needs of all students, including children with disabilities, English learners, and gifted and talented students; and
-
may include, among other programs and activities—
-
developing or improving a rigorous, transparent, and fair evaluation and support system for teachers, principals, or other school leaders that—
-
is based in part on evidence of student achievement, which may include student growth; and
-
shall include multiple measures of educator performance and provide clear, timely, and useful feedback to teachers, principals, or other school leaders;
-
-
developing and implementing initiatives to assist in recruiting, hiring, and retaining effective teachers, particularly in low-income schools with high percentages of ineffective teachers and high percentages of students who do not meet the challenging State academic standards, to improve within-district equity in the distribution of teachers, consistent with section 1111(g)(1)(B), such as initiatives that provide—
-
expert help in screening candidates and enabling early hiring;
-
differential and incentive pay for teachers, principals, or other school leaders in high-need academic subject areas and specialty areas, which may include performance-based pay systems;
-
teacher, paraprofessional, principal, or other school leader advancement and professional growth, and an emphasis on leadership opportunities, multiple career paths, and pay differentiation;
-
new teacher, principal, or other school leader induction and mentoring programs that are designed to—
-
improve classroom instruction and student learning and achievement; and
-
increase the retention of effective teachers, principals, or other school leaders;
-
-
the development and provision of training for school leaders, coaches, mentors, and evaluators on how accurately to differentiate performance, provide useful feedback, and use evaluation results to inform decisionmaking about professional development, improvement strategies, and personnel decisions; and
-
a system for auditing the quality of evaluation and support systems;
-
-
recruiting qualified individuals from other fields to become teachers, principals, or other school leaders, including mid-career professionals from other occupations, former military personnel, and recent graduates of institutions of higher education with records of academic distinction who demonstrate potential to become effective teachers, principals, or other school leaders;
-
reducing class size to a level that is evidence-based, to the extent the State (in consultation with local educational agencies in the State) determines that such evidence is reasonably available, to improve student achievement through the recruiting and hiring of additional effective teachers;
-
providing high-quality, personalized professional development that is evidence-based, to the extent the State (in consultation with local educational agencies in the State) determines that such evidence is reasonably available, for teachers, instructional leadership teams, principals, or other school leaders, that is focused on improving teaching and student learning and achievement, including supporting efforts to train teachers, principals, or other school leaders to—
-
effectively integrate technology into curricula and instruction (including education about the harms of copyright piracy);
-
use data to improve student achievement and understand how to ensure individual student privacy is protected, as required under section 444 of the General Education Provisions Act (commonly known as the ”Family Educational Rights and Privacy Act of 1974”) (20 U.S.C. 1232g) and State and local policies and laws in the use of such data;
-
effectively engage parents, families, and community partners, and coordinate services between school and community;
-
help all students develop the skills essential for learning readiness and academic success;
-
develop policy with school, local educational agency, community, or State leaders; and
-
participate in opportunities for experiential learning through observation;
-
-
developing programs and activities that increase the ability of teachers to effectively teach children with disabilities, including children with significant cognitive disabilities, and English learners, which may include the use of multi-tier systems of support and positive behavioral intervention and supports, so that such children with disabilities and English learners can meet the challenging State academic standards;
-
providing programs and activities to increase—
-
the knowledge base of teachers, principals, or other school leaders on instruction in the early grades and on strategies to measure whether young children are progressing; and
-
the ability of principals or other school leaders to support teachers, teacher leaders, early childhood educators, and other professionals to meet the needs of students through age 8, which may include providing joint professional learning and planning activities for school staff and educators in preschool programs that address the transition to elementary school;
-
-
providing training, technical assistance, and capacity-building in local educational agencies to assist teachers, principals, or other school leaders with selecting and implementing formative assessments, designing classroom-based assessments, and using data from such assessments to improve instruction and student academic achievement, which may include providing additional time for teachers to review student data and respond, as appropriate;
-
carrying out in-service training for school personnel in—
-
the techniques and supports needed to help educators understand when and how to refer students affected by trauma, and children with, or at risk of, mental illness;
-
the use of referral mechanisms that effectively link such children to appropriate treatment and intervention services in the school and in the community, where appropriate;
-
forming partnerships between school-based mental health programs and public or private mental health organizations; and
-
addressing issues related to school conditions for student learning, such as safety, peer interaction, drug and alcohol abuse, and chronic absenteeism;
-
-
providing training to support the identification of students who are gifted and talented, including high-ability students who have not been formally identified for gifted education services, and implementing instructional practices that support the education of such students, such as—
-
early entrance to kindergarten;
-
enrichment, acceleration, and curriculum compacting activities; and
-
dual or concurrent enrollment programs in secondary school and postsecondary education;
-
-
supporting the instructional services provided by effective school library programs;
-
providing training for all school personnel, including teachers, principals, other school leaders, specialized instructional support personnel, and paraprofessionals, regarding how to prevent and recognize child sexual abuse;
-
developing and providing professional development and other comprehensive systems of support for teachers, principals, or other school leaders to promote high-quality instruction and instructional leadership in science, technology, engineering, and mathematics subjects, including computer science;
-
developing feedback mechanisms to improve school working conditions, including through periodically and publicly reporting results of educator support and working conditions feedback;
-
providing high-quality professional development for teachers, principals, or other school leaders on effective strategies to integrate rigorous academic content, career and technical education, and work-based learning (if appropriate), which may include providing common planning time, to help prepare students for postsecondary education and the workforce; and
-
carrying out other activities that are evidence-based, to the extent the State (in consultation with local educational agencies in the State) determines that such evidence is reasonably available, and identified by the local educational agency that meet the purpose of this title.
-
-
SEC. 2104. [20 U.S.C. 6614] REPORTING.
-
STATE REPORT.—Each State educational agency receiving funds under this part shall annually submit to the Secretary a report that provides—
-
a description of how the State is using grant funds received under this part to meet the purpose of this title, and how such chosen activities improved teacher, principal, or other school leader effectiveness, as determined by the State or local educational agency;
-
if funds are used under this part to improve equitable access to teachers for low-income and minority students, consistent with section 1111(g)(1)(B), a description of how funds have been used to improve such access;
-
for a State that implements a teacher, principal, or other school leader evaluation and support system, consistent with section 2101(c)(4)(B)(ii), using funds under this part, the evaluation results of teachers, principals, or other school leaders, except that such information shall not provide personally identifiable information on individual teachers, principals, or other school leaders; and
-
where available, the annual retention rates of effective and ineffective teachers, principals, or other school leaders, using any methods or criteria the State has or develops under section 1111(g)(2)(A), except that nothing in this paragraph shall be construed to require any State educational agency or local educational agency to collect and report any data the State educational agency or local educational agency is not collecting or reporting as of the day before the date of enactment of the Every Student Succeeds Act.
-
-
LOCAL EDUCATIONAL AGENCY REPORT.—Each local educational agency receiving funds under this part shall submit to the State educational agency such information as the State requires, which shall include the information described in subsection (a) for the local educational agency.
-
AVAILABILITY.—The reports and information provided under subsections (a) and (b) shall be made readily available to the public.
-
LIMITATION.—The reports and information provided under subsections (a) and (b) shall not reveal personally identifiable information about any individual.
PART B—NATIONAL ACTIVITIES
SEC. 2201. [20 U.S.C. 6621] RESERVATIONS.
From the amounts appropriated under section 2003(b) for a fiscal year, the Secretary shall reserve—
-
to carry out activities authorized under subpart 1—
-
49.1 percent for each of fiscal years 2017 through 2019; and
-
47 percent for fiscal year 2020;
-
-
to carry out activities authorized under subpart 2—
-
34.1 percent for each of fiscal years 2017 through 2019; and
-
36.8 percent for fiscal year 2020;
-
-
to carry out activities authorized under subpart 3, 1.4 percent for each of fiscal years 2017 through 2020; and
-
to carry out activities authorized under subpart 4—
-
15.4 percent for each of fiscal years 2017 through 2019; and
-
14.8 percent for fiscal year 2020.
-
-
Subpart 1—Teacher and School Leader Incentive Program
SEC. 2211. [20 U.S.C. 6631] PURPOSES; DEFINITIONS.
-
PURPOSES.—The purposes of this subpart are—
-
to assist States, local educational agencies, and nonprofit organizations to develop, implement, improve, or expand comprehensive performance-based compensation systems or human capital management systems for teachers, principals, or other school leaders (especially for teachers, principals, or other school leaders in high-need schools) who raise student academic achievement and close the achievement gap between high and low-performing students; and
-
to study and review performance-based compensation systems or human capital management systems for teachers, principals, or other school leaders to evaluate the effectiveness, fairness, quality, consistency, and reliability of the systems.
-
-
DEFINITIONS.—In this subpart:
-
ELIGIBLE ENTITY.—The term ”eligible entity” means—
-
a local educational agency, including a charter school that is a local educational agency, or a consortium of local educational agencies;
-
a State educational agency or other State agency designated by the chief executive of a State to participate under this subpart;
-
the Bureau of Indian Education; or
-
a partnership consisting of—
-
1 or more agencies described in subparagraph (A), (B), or (C); and
-
at least 1 nonprofit or for-profit entity.
-
-
-
HIGH–NEED SCHOOL.—The term ”high-need school” means a public elementary school or secondary school that is located in an area in which the percentage of students from families with incomes below the poverty line is 30 percent or more.
-
HUMAN CAPITAL MANAGEMENT SYSTEM.—The term ”human capital management system” means a system—
-
by which a local educational agency makes and implements human capital decisions, such as decisions on preparation, recruitment, hiring, placement, retention, dismissal, compensation, professional development, tenure, and promotion; and
-
that includes a performance-based compensation system.
-
-
PERFORMANCE–BASED COMPENSATION SYSTEM.—The term ”performance-based compensation system” means a system of compensation for teachers, principals, or other school leaders—
-
that differentiates levels of compensation based in part on measurable increases in student academic achievement; and
-
which may include—
-
differentiated levels of compensation, which may include bonus pay, on the basis of the employment responsibilities and success of effective teachers, principals, or other school leaders in hard-to-staff schools or high-need subject areas; and
-
recognition of the skills and knowledge of teachers, principals, or other school leaders as demonstrated through—
-
successful fulfillment of additional responsibilities or job functions, such as teacher leadership roles; and
-
evidence of professional achievement and mastery of content knowledge and superior teaching and leadership skills.
-
-
-
-
SEC. 2212. [20 U.S.C. 6632] TEACHER AND SCHOOL LEADER INCENTIVE FUND GRANTS.
-
GRANTS AUTHORIZED.—From the amounts reserved by the Secretary under section 2201(1), the Secretary shall award grants, on a competitive basis, to eligible entities to enable the eligible entities to develop, implement, improve, or expand performance-based compensation systems or human capital management systems, in schools served by the eligible entity.
-
DURATION OF GRANTS.—
-
IN GENERAL.—A grant awarded under this subpart shall be for a period of not more than 3 years.
-
RENEWAL.—The Secretary may renew a grant awarded under this subpart for a period of not more than 2 years if the grantee demonstrates to the Secretary that the grantee is effectively using funds. Such renewal may include allowing the grantee to scale up or replicate the successful program.
-
LIMITATION.—A local educational agency may receive (whether individually or as part of a consortium or partnership) a grant under this subpart, as amended by the Every Student Succeeds Act, only twice.
-
-
APPLICATIONS.—An eligible entity desiring a grant under this subpart shall submit an application to the Secretary at such time and in such manner as the Secretary may reasonably require. The application shall include—
-
a description of the performance-based compensation system or human capital management system that the eligible entity proposes to develop, implement, improve, or expand through the grant;
-
a description of the most significant gaps or insufficiencies in student access to effective teachers, principals, or other school leaders in high-need schools, including gaps or inequities in how effective teachers, principals, or other school leaders are distributed across the local educational agency, as identified using factors such as data on school resources, staffing patterns, school environment, educator support systems, and other school-level factors;
-
a description and evidence of the support and commitment from teachers, principals, or other school leaders, which may include charter school leaders, in the school (including organizations representing teachers, principals, or other school leaders), the community, and the local educational agency to the activities proposed under the grant;
-
a description of how the eligible entity will develop and implement a fair, rigorous, valid, reliable, and objective process to evaluate teacher, principal, or other school leader performance under the system that is based in part on measures of student academic achievement, including the baseline performance against which evaluations of improved performance will be made;
-
a description of the local educational agencies or schools to be served under the grant, including such student academic achievement, demographic, and socioeconomic information as the Secretary may request;
-
a description of the effectiveness of teachers, principals, or other school leaders in the local educational agency and the schools to be served under the grant and the extent to which the system will increase the effectiveness of teachers, principals, or other school leaders in such schools;
-
a description of how the eligible entity will use grant funds under this subpart in each year of the grant, including a timeline for implementation of such activities;
-
a description of how the eligible entity will continue the activities assisted under the grant after the grant period ends;
-
a description of the State, local, or other public or private funds that will be used to supplement the grant, including funds under part A, and sustain the activities assisted under the grant after the end of the grant period;
-
a description of—
-
the rationale for the project;
-
how the proposed activities are evidence-based; and
-
if applicable, the prior experience of the eligible
entity in developing and implementing such activities; and
-
-
a description of how activities funded under this subpart will be evaluated, monitored, and publically reported.
-
-
AWARD BASIS.—
-
PRIORITY.—In awarding a grant under this subpart, the Secretary shall give priority to an eligible entity that concentrates the activities proposed to be assisted under the grant on teachers, principals, or other school leaders serving in high-need schools.
-
EQUITABLE DISTRIBUTION.—To the extent practicable, the Secretary shall ensure an equitable geographic distribution of grants under this subpart, including the distribution of such grants between rural and urban areas.
-
-
USE OF FUNDS.—
-
IN GENERAL.—An eligible entity that receives a grant under this subpart shall use the grant funds to develop, implement, improve, or expand, in collaboration with teachers, principals, other school leaders, and members of the public, a performance-based compensation system or human capital management system consistent with this subpart.
-
AUTHORIZED ACTIVITIES.—Grant funds under this subpart may be used for one or more of the following:
-
Developing or improving an evaluation and support system, including as part of a human capital management system as applicable, that—
-
reflects clear and fair measures of teacher, principal, or other school leader performance, based in part on demonstrated improvement in student academic achievement; and
-
provides teachers, principals, or other school leaders with ongoing, differentiated, targeted, and personalized support and feedback for improvement, including professional development opportunities designed to increase effectiveness.
-
-
Conducting outreach within a local educational agency or a State to gain input on how to construct an evaluation and support system described in subparagraph (B) and to develop support for the evaluation and support system, including by training appropriate personnel in how to observe and evaluate teachers, principals, or other school leaders.
-
Providing principals or other school leaders with—
-
balanced autonomy to make budgeting, scheduling, and other school-level decisions in a manner that meets the needs of the school without compromising the intent or essential components of the policies of the local educational agency or State; and
-
authority to make staffing decisions that meet the needs of the school, such as building an instructional leadership team that includes teacher leaders or offering opportunities for teams or pairs of effective teachers or candidates to teach or start teaching in high-need schools together.
-
-
Implementing, as part of a comprehensive performance-based compensation system, a differentiated salary structure, which may include bonuses and stipends, to—
-
teachers who—
-
teach in—
-
(aa) high-need schools; or
-
(bb) high-need subjects;
-
-
raise student academic achievement; or
-
take on additional leadership responsibilities; or
-
-
principals or other school leaders who serve in high-need schools and raise student academic achievement in the schools.
-
-
Improving the local educational agency’s system and process for the recruitment, selection, placement, and retention of effective teachers, principals, or other school leaders in high-need schools, such as by improving local educational agency policies and procedures to ensure that high-need schools are competitive and timely in—
-
attracting, hiring, and retaining effective educators;
-
offering bonuses or higher salaries to effective educators; or
-
establishing or strengthening school leader residency programs and teacher residency programs.
-
-
Instituting career advancement opportunities characterized by increased responsibility and pay that reward and recognize effective teachers, principals, or other school leaders in high-need schools and enable them to expand their leadership and results, such as through teacher-led professional development, mentoring, coaching, hybrid roles, administrative duties, and career ladders.
-
-
-
MATCHING REQUIREMENT.—Each eligible entity that receives a grant under this subpart shall provide, from non-Federal sources, an amount equal to 50 percent of the amount of the grant (which may be provided in cash or in kind) to carry out the activities supported by the grant.
-
SUPPLEMENT, NOT SUPPLANT.—Grant funds provided under this subpart shall be used to supplement, not supplant, other Federal or State funds available to carry out activities described in this subpart.
SEC. 2213. [20 U.S.C. 6633] REPORTS.
-
ACTIVITIES SUMMARY.—Each eligible entity receiving a grant under this subpart shall provide to the Secretary a summary of the activities assisted under the grant.
-
REPORT.—The Secretary shall provide to Congress an annual report on the implementation of the program carried out under this subpart, including—
-
information on eligible entities that received grant funds under this subpart, including—
-
information provided by eligible entities to the Secretary in the applications submitted under section 2212(c);
-
the summaries received under subsection (a); and
-
grant award amounts; and
-
-
student academic achievement and, as applicable, growth data from the schools participating in the programs supported under the grant.
-
-
EVALUATION AND TECHNICAL ASSISTANCE.—
-
RESERVATION OF FUNDS.—Of the total amount reserved for this subpart for a fiscal year, the Secretary may reserve for such fiscal year not more than 1 percent for the cost of the evaluation under paragraph (2) and for technical assistance in carrying out this subpart.
-
EVALUATION.—From amounts reserved under paragraph (1), the Secretary, acting through the Director of the Institute of Education Sciences, shall carry out an independent evaluation to measure the effectiveness of the program assisted under this subpart.
-
CONTENTS.—The evaluation under paragraph (2) shall measure—
-
the effectiveness of the program in improving student academic achievement;
-
the satisfaction of the participating teachers, principals, or other school leaders; and
-
the extent to which the program assisted the eligible entities in recruiting and retaining high-quality teachers, principals, or other school leaders, especially in high-need subject areas.
-
-
Subpart 2—Literacy Education for All, Results for the Nation
SEC. 2221. [20 U.S.C. 6641] PURPOSES; DEFINITIONS.
-
PURPOSES.—The purposes of this subpart are—
-
to improve student academic achievement in reading and writing by providing Federal support to States to develop, revise, or update comprehensive literacy instruction plans that, when implemented, ensure high-quality instruction and effective strategies in reading and writing from early education through grade 12; and
-
for States to provide targeted subgrants to early childhood education programs and local educational agencies and their public or private partners to implement evidence-based programs that ensure high-quality comprehensive literacy instruction for students most in need.
-
-
DEFINITIONS.—In this subpart:
-
COMPREHENSIVE LITERACY INSTRUCTION.—The term ”comprehensive literacy instruction” means instruction that—
-
includes developmentally appropriate, contextually explicit, and systematic instruction, and frequent practice, in reading and writing across content areas;
-
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 challenging State academic standards, including the ability to navigate, understand, and write about, complex print and digital subject matter.
-
-
ELIGIBLE ENTITY.—The term ”eligible entity” means an entity that consists of—
-
one or more local educational agencies that serve a high percentage of high-need schools and—
-
have the highest number or proportion of children who are counted under section 1124(c), in comparison to other local educational agencies in the State;
-
are among the local educational agencies in the State with the highest number or percentages of children reading or writing below grade level, based on the most currently available State academic assessment data under section 1111(b)(2); or
-
serve a significant number or percentage of schools that are implementing comprehensive support and improvement activities and targeted support and improvement activities under section 1111(d);
-
-
one or more early childhood education programs serving low-income or otherwise disadvantaged children, which may include home-based literacy programs for preschool-aged children, that have a demonstrated record of providing comprehensive literacy instruction for the age group such program proposes to serve; or
-
a local educational agency, described in subparagraph (A), or consortium of such local educational agencies, or an early childhood education program, which may include home-based literacy programs for preschool-aged children, acting in partnership with 1 or more public or private nonprofit organizations or agencies (which may include early childhood education programs) that have a demonstrated record of effectiveness in—
-
improving literacy achievement of children, consistent with the purposes of participation under this subpart, from birth through grade 12; and
-
providing professional development in comprehensive literacy instruction.
-
-
-
HIGH–NEED SCHOOL.—
-
IN GENERAL.—The term ”high-need school” means—
-
an elementary school or middle school in which not less than 50 percent of the enrolled students are children from low-income families; or
-
a high school in which not less than 40 percent of the enrolled students are children from low-income families, which may be calculated using comparable data from the schools that feed into the high school.
-
-
LOW–INCOME FAMILY.—For purposes of subparagraph (A), the term ”low-income family” means a family—
-
in which the children are eligible for a free or reduced-price lunch under the Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.);
-
receiving assistance under the program of block grants to States for temporary assistance for needy families established under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.); or
-
in which the children are eligible to receive medical assistance under the Medicaid program under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.).
-
-
-
SEC. 2222. [20 U.S.C. 6642] COMPREHENSIVE LITERACY STATE DEVELOPMENT GRANTS.
-
GRANTS AUTHORIZED.—From the amounts reserved by the Secretary under section 2201(2) and not reserved under subsection (b), the Secretary shall award grants, on a competitive basis, to State educational agencies to enable the State educational agencies to—
-
provide subgrants to eligible entities serving a diversity of geographic areas, giving priority to entities serving greater numbers or percentages of children from low-income families; and
-
develop or enhance comprehensive literacy instruction plans that ensure high-quality instruction and effective strategies in reading and writing for children from early childhood education through grade 12, including English learners and children with disabilities.
-
-
RESERVATION.—From the amounts reserved to carry out this subpart for a fiscal year, the Secretary shall reserve—
-
not more than a total of 5 percent for national activities, including a national evaluation, technical assistance and training, data collection, and reporting;
-
one half of 1 percent for the Secretary of the Interior to carry out a program described in this subpart at schools operated or funded by the Bureau of Indian Education; and
-
one half of 1 percent for the outlying areas to carry out a program under this subpart.
-
-
DURATION OF GRANTS.—A grant awarded under this subpart shall be for a period of not more than 5 years total. Such grant may be renewed for an additional 2-year period upon the termination of the initial period of the grant if the grant recipient demonstrates to the satisfaction of the Secretary that—
-
the State has made adequate progress; and
-
renewing the grant for an additional 2-year period is necessary to carry out the objectives of the grant described in subsection (d).
-
-
STATE APPLICATIONS.—
-
IN GENERAL.—A State educational agency desiring a grant under this subpart shall submit an application to the Secretary, at such time and in such manner as the Secretary may require. The State educational agency shall collaborate with the State agency responsible for administering early childhood education programs and the State agency responsible for administering child care programs in the State in writing and implementing the early childhood education portion of the grant application under this subsection.
-
CONTENTS.—An application described in paragraph (1) shall include, at a minimum, the following:
-
A needs assessment that analyzes literacy needs across the State and in high-need schools and local educational agencies that serve high-need schools, including identifying the most significant gaps in literacy proficiency and inequities in student access to effective teachers of literacy, considering each of the subgroups of students, as defined in section 1111(c)(2).
-
A description of how the State educational agency, in collaboration with the State literacy team, if applicable, will develop a State comprehensive literacy instruction plan or will revise and update an already existing State comprehensive literacy instruction plan.
-
An implementation plan that includes a description of how the State educational agency will carry out the State activities described in subsection (f).
-
An assurance that the State educational agency will use implementation grant funds described in subsection (f)(1) for comprehensive literacy instruction programs as follows:
-
Not less than 15 percent of such grant funds shall be used for State and local programs and activities pertaining to children from birth through kindergarten entry.
-
Not less than 40 percent of such grant funds shall be used for State and local programs and activities, allocated equitably among the grades of kindergarten through grade 5.
-
Not less than 40 percent of such grant funds shall be used for State and local programs and activities, allocated equitably among grades 6 through 12.
-
-
An assurance that the State educational agency will give priority in awarding a subgrant under section 2223 to an eligible entity that—
-
serves children from birth through age 5 who are from families with income levels at or below 200 percent of the Federal poverty line; or
-
is a local educational agency serving a high number or percentage of high-need schools.
-
-
-
-
PRIORITY.—In awarding grants under this section, the Secretary shall give priority to State educational agencies that will use the grant funds for evidence-based activities, defined for the purpose of this subsection as activities meeting the requirements of section 8101(21)(A)(i).
-
STATE ACTIVITIES.—
-
IN GENERAL.—A State educational agency receiving a grant under this section shall use not less than 95 percent of such grant funds to award subgrants to eligible entities, based on their needs assessment and a competitive application process.
-
RESERVATION.—A State educational agency receiving a grant under this section may reserve not more than 5 percent for activities identified through the needs assessment and comprehensive literacy plan described in subparagraphs (A) and of subsection (d)(2), including the following activities:
-
Providing technical assistance, or engaging qualified providers to provide technical assistance, to eligible entities to enable the eligible entities to design and implement literacy programs.
-
Coordinating with institutions of higher education in the State to provide recommendations to strengthen and enhance pre-service courses for students preparing to teach children from birth through grade 12 in explicit, systematic, and intensive instruction in evidence-based literacy methods.
-
Reviewing and updating, in collaboration with teachers and institutions of higher education, State licensure or certification standards in the area of literacy instruction in early education through grade 12.
-
Making publicly available, including on the State educational agency’s website, information on promising instructional practices to improve child literacy achievement.
-
Administering and monitoring the implementation of subgrants by eligible entities.
-
-
ADDITIONAL USES.—After carrying out the activities described in paragraphs (1) and (2), a State educational agency may use any remaining amount to carry out 1 or more of the following activities:
-
Developing literacy coach training programs and training literacy coaches.
-
Administration and evaluation of activities carried out under this subpart.
-
-
SEC. 2223. [20 U.S.C. 6643] SUBGRANTS TO ELIGIBLE ENTITIES IN SUPPORT OF BIRTH THROUGH KINDERGARTEN ENTRY LITERACY.
-
SUBGRANTS.—
-
IN GENERAL.—A State educational agency receiving a grant under this subpart shall, in consultation with the State agencies responsible for administering early childhood education programs and services, including the State agency responsible for administering child care programs, and, if applicable, the State Advisory Council on Early Childhood Education and Care designated or established pursuant to section 642B(b)(1)(A)(i) of the Head Start Act (42 U.S.C. 9837b(b)(1)(A)(i)), use a portion of the grant funds, in accordance with section 2222(d)(2)(D)(i), 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.
-
DURATION.—The term of a subgrant under this section shall be determined by the State educational agency awarding the subgrant and shall in no case exceed 5 years.
-
SUFFICIENT SIZE AND SCOPE.—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.
-
-
LOCAL APPLICATIONS.—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 childhood education programs, which shall include an analysis of data that support the proposed use of subgrant funds;
-
how the subgrant funds will be used to prepare and provide ongoing assistance to staff in the programs, including through high-quality professional development;
-
how the activities assisted under the subgrant will be coordinated with comprehensive literacy instruction at the kindergarten through grade 12 levels; and
-
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.
-
-
PRIORITY.—In awarding grants under this section, the State educational agency shall give priority to an eligible entity that will use the grant funds to implement evidence-based activities, defined for the purpose of this subsection as activities meeting the requirements of section 8101(21)(A)(i).
-
LOCAL USES OF FUNDS.—An eligible entity that receives a subgrant under this section shall use the subgrant funds, consistent with the entity’s approved application under subsection (b), to—
-
carry out high-quality professional development opportunities for early childhood educators, teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, and instructional leaders;
-
train providers and personnel to develop and administer evidence-based early childhood education literacy initiatives; and
-
coordinate the involvement of families, early childhood education program staff, principals, other school leaders, specialized instructional support personnel (as appropriate), and teachers in literacy development of children served under the subgrant.
-
SEC. 2224. [20 U.S.C. 6644] SUBGRANTS TO ELIGIBLE ENTITIES IN SUPPORT OF KINDERGARTEN THROUGH GRADE 12 LITERACY.
-
SUBGRANTS TO ELIGIBLE ENTITIES.—
-
SUBGRANTS.—A State educational agency receiving a grant under this subpart shall use a portion of the grant funds, in accordance with clauses (ii) and (iii) of section 2222(d)(2)(D), to award subgrants, on a competitive basis, to eligible entities to enable the eligible entities to carry out the authorized activities described in subsections (c) and (d).
-
DURATION.—The term of a subgrant under this section shall be determined by the State educational agency awarding the subgrant and shall in no case exceed 5 years.
-
SUFFICIENT SIZE AND SCOPE.—A State educational agency shall award subgrants under this section of sufficient size and scope to allow the eligible entities to carry out high-quality comprehensive literacy instruction in each grade level for which the subgrant funds are provided.
-
LOCAL APPLICATIONS.—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, for each school that the eligible entity identifies as participating in a subgrant program under this section, the following information:
-
A description of the eligible entity’s needs assessment conducted to identify how subgrant funds will be used to inform and improve comprehensive literacy instruction at the school.
-
How the school, the local educational agency, or a provider of high-quality professional development will provide ongoing high-quality professional development to all teachers, principals, other school leaders, specialized instructional support personnel (as appropriate), and other instructional leaders served by the school.
-
How the school will identify children in need of literacy interventions or other support services.
-
An explanation of how the school will integrate comprehensive literacy instruction into a well-rounded education.
-
A description of how the school will coordinate comprehensive literacy instruction with early childhood education programs and activities and after-school programs and activities in the area served by the local educational agency.
-
-
-
PRIORITY.—In awarding grants under this section, the State educational agency shall give priority to an eligible entity that will use funds under subsection (c) or (d) to implement evidence-based activities, defined for the purpose of this subsection as activities meeting the requirements of section 8101(21)(A)(i).
-
LOCAL USES OF FUNDS FOR KINDERGARTEN THROUGH GRADE 5.—An eligible entity that receives a subgrant under this section shall use the subgrant funds to carry out the following activities pertaining to children in kindergarten through grade 5:
-
Developing and implementing a comprehensive literacy instruction plan across content areas for such children that—
-
serves the needs of all children, including children with disabilities and English learners, especially children who are reading or writing below grade level;
-
provides intensive, supplemental, accelerated, and explicit intervention and support in reading and writing for children whose literacy skills are below grade level; and
-
supports activities that are provided primarily during the regular school day but that may be augmented by after-school and out-of-school time instruction.
-
-
Providing high-quality professional development opportunities for teachers, literacy coaches, literacy specialists, English as a second language specialists (as appropriate), principals, other school leaders, specialized instructional support personnel, school librarians, paraprofessionals, and other program staff.
-
Training principals, specialized instructional support personnel, and other local educational agency personnel to support, develop, administer, and evaluate high-quality kindergarten through grade 5 literacy initiatives.
-
Coordinating the involvement of early childhood education program staff, principals, other instructional leaders, teachers, teacher literacy teams, English as a second language specialists (as appropriate), special educators, school personnel, and specialized instructional support personnel (as appropriate) in the literacy development of children served under this subsection.
-
Engaging families and encouraging family literacy experiences and practices to support literacy development.
-
-
LOCAL USES OF FUNDS FOR GRADES 6 THROUGH 12.—An eligible entity that receives a subgrant under this section shall use subgrant funds to carry out the following activities pertaining to children in grades 6 through 12:
-
Developing and implementing a comprehensive literacy instruction plan described in subsection (c)(1) for children in grades 6 through 12.
-
Training principals, specialized instructional support personnel, school librarians, and other local educational agency
personnel to support, develop, administer, and evaluate high-quality comprehensive literacy instruction initiatives for grades 6 through 12.
-
Assessing the quality of adolescent comprehensive literacy instruction as part of a well-rounded education.
-
Providing time for teachers to meet to plan evidence-based adolescent comprehensive literacy instruction to be delivered as part of a well-rounded education.
-
Coordinating the involvement of principals, other instructional leaders, teachers, teacher literacy teams, English as a second language specialists (as appropriate), paraprofessionals, special educators, specialized instructional support personnel (as appropriate), and school personnel in the literacy development of children served under this subsection.
-
-
ALLOWABLE USES.—An eligible entity that receives a subgrant under this section may, in addition to carrying out the activities described in subsections (c) and (d), use subgrant funds to carry out the following activities pertaining to children in kindergarten through grade 12:
-
Recruiting, placing, training, and compensating literacy coaches.
-
Connecting out-of-school learning opportunities to in-school learning in order to improve children’s literacy achievement.
-
Training families and caregivers to support the improvement of adolescent literacy.
-
Providing for a multi-tier system of supports for literacy services.
-
Forming a school literacy leadership team to help implement, assess, and identify necessary changes to the literacy initiatives in 1 or more schools to ensure success.
-
Providing time for teachers (and other literacy staff, as appropriate, such as school librarians or specialized instructional support personnel) to meet to plan comprehensive literacy instruction.
-
SEC. 2225. [20 U.S.C. 6645] NATIONAL EVALUATION AND INFORMATION DISSEMINATION.
-
NATIONAL EVALUATION.—From funds reserved under section 2222(b)(1), the Director of the Institute of Education Sciences shall conduct a national evaluation of the grant and subgrant programs assisted under this subpart. Such evaluation shall include high-quality research that applies rigorous and systematic procedures to obtain valid knowledge relevant to the implementation and effect of the programs and shall directly coordinate with individual State evaluations of the programs’ implementation and impact.
-
PROGRAM IMPROVEMENT.—The Secretary shall—
-
provide the findings of the evaluation conducted under this section to State educational agencies and subgrant recipients for use in program improvement;
-
make such findings publicly available, including on the websites of the Department and the Institute of Education Sciences;
-
submit such findings to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives; and
-
make publicly available, in a manner consistent with paragraph (2), best practices for implementing evidence-based activities under this subpart, including evidence-based activities, defined for the purpose of this paragraph as activities meeting the requirements of section 8101(21)(A)(i).
-
SEC. 2226. [20 U.S.C. 6646] INNOVATIVE APPROACHES TO LITERACY.
-
IN GENERAL.—From amounts reserved under section 2201(2), the Secretary may award grants, contracts, or cooperative agreements, on a competitive basis, to eligible entities for the purposes of promoting literacy programs that support the development of literacy skills in low-income communities, including—
-
developing and enhancing effective school library programs, which may include providing professional development for school librarians, books, and up-to-date materials to high-need schools;
-
early literacy services, including pediatric literacy programs through which, during well-child visits, medical providers trained in research-based methods of early language and literacy promotion provide developmentally appropriate books and recommendations to parents to encourage them to read aloud to their children starting in infancy; and
-
programs that provide high-quality books on a regular basis to children and adolescents from low-income communities to increase reading motivation, performance, and frequency.
-
-
DEFINITIONS.—In this section:
-
ELIGIBLE ENTITY.—The term “eligible entity” means—
-
a local educational agency in which 20 percent or more of the students served by the local educational agency are from families with an income below the poverty line;
-
a consortium of such local educational agencies;
-
the Bureau of Indian Education; or
-
an eligible national nonprofit organization.
-
-
ELIGIBLE NATIONAL NONPROFIT ORGANIZATION.—The term “eligible national nonprofit organization” means an organization of national scope that—
-
is supported by staff, which may include volunteers, or affiliates at the State and local levels; and
-
demonstrates effectiveness or high-quality plans for addressing childhood literacy activities for the population targeted by the grant.
-
-
Subpart 3—American History and Civics Education
SEC. 2231. [20 U.S.C. 6661] PROGRAM AUTHORIZED.
-
IN GENERAL.—From the amount reserved by the Secretary under section 2201(3), the Secretary is authorized to carry out an American history and civics education program to improve—
-
the quality of American history, civics, and government education by educating students about the history and principles of the Constitution of the United States, including the Bill of Rights; and
-
the quality of the teaching of American history, civics, and government in elementary schools and secondary schools, including the teaching of traditional American history.
-
-
FUNDING ALLOTMENT.—Of the amount available under subsection (a) for a fiscal year, the Secretary—
-
shall reserve not less than 26 percent for activities under section 2232; and
-
may reserve not more than 74 percent for activities under section 2233.
-
SEC. 2232. [20 U.S.C. 6662] PRESIDENTIAL AND CONGRESSIONAL ACADEMIES FOR AMERICAN HISTORY AND CIVICS.
-
IN GENERAL.—From the amounts reserved under section 2231(b)(1) for a fiscal year, the Secretary shall award not more than 12 grants, on a competitive basis, to—
-
eligible entities to establish Presidential Academies for the Teaching of American History and Civics (in this section referred to as the ”Presidential Academies”) in accordance with subsection (e); and
-
eligible entities to establish Congressional Academies for Students of American History and Civics (in this section referred to as the ”Congressional Academies”) in accordance with subsection (f).
-
-
APPLICATION.—An eligible entity that desires to receive a grant under subsection (a) shall submit an application to the Secretary at such time and in such manner as the Secretary may reasonably require.
-
ELIGIBLE ENTITY.—The term ”eligible entity” under this section means—
-
an institution of higher education or nonprofit educational organization, museum, library, or research center with demonstrated expertise in historical methodology or the teaching of American history and civics; or
-
a consortium of entities described in paragraph (1).
-
-
GRANT TERMS.—Grants awarded to eligible entities under subsection (a) shall be for a term of not more than 5 years.
-
PRESIDENTIAL ACADEMIES.—
-
USE OF FUNDS.—Each eligible entity that receives a grant under subsection (a)(1) shall use the grant funds to establish a Presidential Academy that offers a seminar or institute for teachers of American history and civics, which—
-
provides intensive professional development opportunities for teachers of American history and civics to strengthen such teachers’ knowledge of the subjects of American history and civics;
-
is led by a team of primary scholars and core teachers who are accomplished in the field of American history and civics;
-
is conducted during the summer or other appropriate time; and
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is of not less than 2 weeks and not more than 6 weeks in duration.
-
-
SELECTION OF TEACHERS.—Each year, each Presidential Academy shall select between 50 and 300 teachers of American history and civics from public or private elementary schools and secondary schools to attend the seminar or institute under paragraph (1).
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TEACHER STIPENDS.—Each teacher selected to participate in a seminar or institute under this subsection shall be awarded a fixed stipend based on the length of the seminar or institute to ensure that such teacher does not incur personal costs associated with the teacher’s participation in the seminar or institute.
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PRIORITY.—In awarding grants under subsection (a)(1), the Secretary shall give priority to eligible entities that coordinate or align their activities with the National Park Service National Centennial Parks initiative to develop innovative and comprehensive programs using the resources of the National Parks.
-
-
CONGRESSIONAL ACADEMIES.—
-
USE OF FUNDS.—Each eligible entity that receives a grant under subsection (a)(2) shall use the grant funds to establish a Congressional Academy that offers a seminar or institute for outstanding students of American history and civics, which—
-
broadens and deepens such students’ understanding of American history and civics;
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is led by a team of primary scholars and core teachers who are accomplished in the field of American history and civics;
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is conducted during the summer or other appropriate time; and
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is of not less than 2 weeks and not more than 6 weeks in duration.
-
-
SELECTION OF STUDENTS.—
-
IN GENERAL.—Each year, each Congressional Academy shall select between 100 and 300 eligible students to attend the seminar or institute under paragraph (1).
-
ELIGIBLE STUDENTS.—A student shall be eligible to attend a seminar or institute offered by a Congressional Academy under this subsection if the student—
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is recommended by the student’s secondary school principal or other school leader to attend the seminar or institute; and
-
will be a secondary school junior or senior in the academic year following attendance at the seminar or institute.
-
-
-
STUDENT STIPENDS.—Each student selected to participate in a seminar or institute under this subsection shall be awarded a fixed stipend based on the length of the seminar or institute to ensure that such student does not incur personal costs associated with the student’s participation in the seminar or institute.
-
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MATCHING FUNDS.—
-
IN GENERAL.—An eligible entity that receives funds under subsection (a) shall provide, toward the cost of the activities assisted under the grant, from non-Federal sources, an amount equal to 100 percent of the amount of the grant.
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WAIVER.—The Secretary may waive all or part of the matching requirement described in paragraph (1) for any fiscal year for an eligible entity if the Secretary determines that applying the matching requirement would result in serious hardship or an inability to carry out the activities described in subsection (e) or (f).
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SEC. 2233. [20 U.S.C. 6663] NATIONAL ACTIVITIES.
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PURPOSE.—The purpose of this section is to promote new and existing evidence-based strategies to encourage innovative American history, civics and government, and geography instruction, learning strategies, and professional development activities and programs for teachers, principals, or other school leaders, particularly such instruction, strategies, activities, and programs that benefit low-income students and underserved populations.
-
IN GENERAL.—From the amounts reserved by the Secretary under section 2231(b)(2), the Secretary shall award grants, on a competitive basis, to eligible entities for the purposes of expanding, developing, implementing, evaluating, and disseminating for voluntary use, innovative, evidence-based approaches or professional development programs in American history, civics and government, and geography, which—
-
shall—
-
show potential to improve the quality of student achievement in, and teaching of, American history, civics and government, or geography, in elementary schools and secondary schools; and
-
demonstrate innovation, scalability, accountability, and a focus on underserved populations; and
-
-
may include—
-
hands-on civic engagement activities for teachers and students; and
-
programs that educate students about the history and principles of the Constitution of the United States, including the Bill of Rights.
-
-
-
PROGRAM PERIODS AND DIVERSITY OF PROJECTS.—
-
IN GENERAL.—A grant awarded by the Secretary to an eligible entity under this section shall be for a period of not more than 3 years.
-
RENEWAL.—The Secretary may renew a grant awarded under this section for 1 additional 2-year period.
-
DIVERSITY OF PROJECTS.—In awarding grants under this section, the Secretary shall ensure that, to the extent practicable, grants are distributed among eligible entities that will serve geographically diverse areas, including urban, suburban, and rural areas.
-
-
APPLICATIONS.—In order to receive a grant under this section, an eligible entity shall submit an application to the Secretary at such time and in such manner as the Secretary may reasonably require.
-
ELIGIBLE ENTITY.—In this section, the term ”eligible entity” means an institution of higher education or other nonprofit or for-profit organization with demonstrated expertise in the development of evidence-based approaches with the potential to improve the quality of American history, civics and government, or geography learning and teaching.
Subpart 4—Programs of National Significance
SEC. 2241. [20 U.S.C. 6671] FUNDING ALLOTMENT.
From the funds reserved under section 2201(4), the Secretary—
-
shall use not less than 74 percent to carry out activities under section 2242;
-
shall use not less than 22 percent to carry out activities under section 2243;
-
shall use not less than 2 percent to carry out activities under section 2244; and
-
may reserve not more than 2 percent to carry out activities under section 2245.
SEC. 2242. [20 U.S.C. 6672] SUPPORTING EFFECTIVE EDUCATOR DEVELOPMENT.
-
IN GENERAL.—From the funds reserved by the Secretary under section 2241(1) for a fiscal year, the Secretary shall award grants, on a competitive basis, to eligible entities for the purposes of—
-
providing teachers, principals, or other school leaders from nontraditional preparation and certification routes or pathways to serve in traditionally underserved local educational agencies;
-
providing evidence-based professional development activities that address literacy, numeracy, remedial, or other needs of local educational agencies and the students the agencies serve;
-
providing teachers, principals, or other school leaders with professional development activities that enhance or enable the provision of postsecondary coursework through dual or concurrent enrollment programs and early college high school settings across a local educational agency;
-
making freely available services and learning opportunities to local educational agencies, through partnerships and cooperative agreements or by making the services or opportunities publicly accessible through electronic means; or
-
providing teachers, principals, or other school leaders with evidence-based professional enhancement activities, which may include activities that lead to an advanced credential.
-
-
PROGRAM PERIODS AND DIVERSITY OF PROJECTS.—
-
IN GENERAL.—A grant awarded by the Secretary to an eligible entity under this section shall be for a period of not more than 3 years.
-
RENEWAL.—The Secretary may renew a grant awarded under this section for 1 additional 2-year period.
-
DIVERSITY OF PROJECTS.—In awarding grants under this section, the Secretary shall ensure that, to the extent practicable, grants are distributed among eligible entities that will serve geographically diverse areas, including urban, suburban, and rural areas.
-
LIMITATION.—The Secretary shall not award more than 1 grant under this section to an eligible entity during a grant competition.
-
-
COST–SHARING.—
-
IN GENERAL.—An eligible entity that receives a grant under this section shall provide, from non-Federal sources, not less than 25 percent of the funds for the total cost for each year of activities carried out under this section.
-
ACCEPTABLE CONTRIBUTIONS.—An eligible entity that receives a grant under this section may meet the requirement of paragraph (1) by providing contributions in cash or in kind, fairly evaluated, including plant, equipment, and services.
-
WAIVERS.—The Secretary may waive or modify the requirement of paragraph (1) in cases of demonstrated financial hardship.
-
-
APPLICATIONS.—In order to receive a grant under this section, an eligible entity shall submit an application to the Secretary at such time and in such manner as the Secretary may reasonably require. Such application shall include, at a minimum, a certification that the services provided by an eligible entity under the grant to a local educational agency or to a school served by the local educational agency will not result in direct fees for participating students or parents.
-
PRIORITY.—In awarding grants under this section, the Secretary shall give priority to an eligible entity that will implement evidence-based activities, defined for the purpose of this subsection as activities meeting the requirements of section 8101(21)(A)(i).
-
DEFINITION OF ELIGIBLE ENTITY.—In this section, the term ”eligible entity” means—
-
an institution of higher education that provides course materials or resources that are evidence-based in increasing academic achievement, graduation rates, or rates of post-secondary education matriculation;
-
a national nonprofit entity with a demonstrated record of raising student academic achievement, graduation rates, and rates of higher education attendance, matriculation, or completion, or of effectiveness in providing preparation and professional development activities and programs for teachers, principals, or other school leaders;
-
the Bureau of Indian Education; or
-
a partnership consisting of—
-
1 or more entities described in paragraph (1) or (2); and
-
a for-profit entity.
-
-
SEC. 2243. [20 U.S.C. 6673] SCHOOL LEADER RECRUITMENT AND SUPPORT.
-
IN GENERAL.—From the funds reserved under section 2241(2) for a fiscal year, the Secretary shall award grants, on a competitive basis, to eligible entities to enable such entities to improve the recruitment, preparation, placement, support, and retention of effective principals or other school leaders in high-need schools, which may include—
-
developing or implementing leadership training programs designed to prepare and support principals or other school leaders in high-need schools, including through new or alternative pathways or school leader residency programs;
-
developing or implementing programs or activities for recruiting, selecting, and developing aspiring or current principals or other school leaders to serve in high-need schools;
-
developing or implementing programs for recruiting, developing, and placing school leaders to improve schools implementing comprehensive support and improvement activities and targeted support and improvement activities under section 1111(d), including through cohort-based activities that build effective instructional and school leadership teams and develop a school culture, design, instructional program, and professional development program focused on improving student learning;
-
providing continuous professional development for principals or other school leaders in high-need schools;
-
developing and disseminating information on best practices and strategies for effective school leadership in high-need schools, such as training and supporting principals to identify, develop, and maintain school leadership teams using various leadership models; and
-
other evidence-based programs or activities described in section 2101(c)(4) or section 2103(b)(3) focused on principals or other school leaders in high-need schools.
-
-
PROGRAM PERIODS AND DIVERSITY OF PROJECTS.—
-
IN GENERAL.—A grant awarded by the Secretary to an eligible entity under this section shall be for a period of not more than 5 years.
-
RENEWAL.—The Secretary may renew a grant awarded under this section for 1 additional 2-year period.
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DIVERSITY OF PROJECTS.—In awarding grants under this section, the Secretary shall ensure that, to the extent practicable, grants are distributed among eligible entities that will serve geographically diverse areas, including urban, suburban, and rural areas.
-
LIMITATION.—The Secretary shall not award more than 1 grant under this section to an eligible entity during a grant competition.
-
-
COST–SHARING.—
-
IN GENERAL.—An eligible entity that receives a grant under this section shall provide, from non-Federal sources, not less than 25 percent of the funds for the total cost for each year of activities carried out under this section.
-
ACCEPTABLE CONTRIBUTIONS.—An eligible entity that receives a grant under this section may meet the requirement of paragraph (1) by providing contributions in cash or in kind, fairly evaluated, including plant, equipment, and services.
-
WAIVERS.—The Secretary may waive or modify the requirement of paragraph (1) in cases of demonstrated financial hardship.
-
-
APPLICATIONS.—An eligible entity that desires a grant under this section shall submit to the Secretary an application at such time, and in such manner, as the Secretary may require.
-
PRIORITY.—In awarding grants under this section, the Secretary shall give priority to an eligible entity—
-
with a record of preparing or developing principals who—
-
have improved school-level student outcomes;
-
have become principals in high-need schools; and
-
remain principals in high-need schools for multiple years; and
-
-
who will implement evidence-based activities, defined for the purpose of this paragraph as activities meeting the requirements of section 8101(21)(A)(i).
-
-
DEFINITIONS.—In this section:
-
ELIGIBLE ENTITY.—The term ”eligible entity” means—
-
a local educational agency, including an educational service agency, that serves a high-need school or a consortium of such agencies;
-
a State educational agency or a consortium of such agencies;
-
a State educational agency in partnership with 1 or more local educational agencies, or educational service agencies, that serve a high-need school;
-
the Bureau of Indian Education; or
-
an entity described in subparagraph (A), (B), (C), or (D) in partnership with 1 or more nonprofit organizations or institutions of higher education.
-
-
HIGH–NEED SCHOOL.—The term ”high-need school” means—
-
an elementary school in which not less than 50 percent of the enrolled students are from families with incomes below the poverty line; or
-
a secondary school in which not less than 40 percent of the enrolled students are from families with incomes below the poverty line.
-
-
SEC. 2244. [20 U.S.C. 6674] TECHNICAL ASSISTANCE AND NATIONAL EVALUATION.
-
IN GENERAL.—From the funds reserved under section 2241(3) for a fiscal year, the Secretary—
-
shall establish, in a manner consistent with section 203 of the Educational Technical Assistance Act of 2002 (20 U.S.C. 9602), a comprehensive center on students at risk of not attaining full literacy skills due to a disability that meets the purposes of subsection (b); and
-
may—
-
provide technical assistance, which may be carried out directly or through grants or contracts, to States and local educational agencies carrying out activities under this part; and
-
carry out evaluations of activities by States and local educational agencies under this part, which shall be conducted by a third party or by the Institute of Education Sciences.
-
-
-
PURPOSES.—The comprehensive center established by the Secretary under subsection (a)(1) shall—
-
identify or develop free or low-cost evidence-based assessment tools for identifying students at risk of not attaining full literacy skills due to a disability, including dyslexia impacting reading or writing, or developmental delay impacting reading, writing, language processing, comprehension, or executive functioning;
-
identify evidence-based literacy instruction, strategies, and accommodations, including assistive technology, designed to meet the specific needs of such students;
-
provide families of such students with information to assist such students;
-
identify or develop evidence-based professional development for teachers, paraprofessionals, principals, other school leaders, and specialized instructional support personnel to—
-
understand early indicators of students at risk of not attaining full literacy skills due to a disability, including dyslexia impacting reading or writing, or developmental delay impacting reading, writing, language processing, comprehension, or executive functioning;
-
use evidence-based screening assessments for early identification of such students beginning not later than kindergarten; and
-
implement evidence-based instruction designed to meet the specific needs of such students; and
-
-
disseminate the products of the comprehensive center to regionally diverse State educational agencies, local educational agencies, regional educational agencies, and schools, including, as appropriate, through partnerships with other comprehensive centers established under section 203 of the Educational Technical Assistance Act of 2002 (20 U.S.C. 9602), and regional educational laboratories established under section 174 of the Education Sciences Reform Act of 2002 (20 U.S.C. 9564).
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SEC. 2245. [20 U.S.C. 6675] STEM MASTER TEACHER CORPS.
-
IN GENERAL.—From the funds reserved under section 2241(4) for a fiscal year, the Secretary may award grants to—
-
State educational agencies to enable such agencies to support the development of a State-wide STEM master teacher corps; or
-
State educational agencies, or nonprofit organizations in partnership with State educational agencies, to support the implementation, replication, or expansion of effective science, technology, engineering, and mathematics professional development programs in schools across the State through collaboration with school administrators, principals, and STEM educators.
-
-
STEM MASTER TEACHER CORPS.—In this section, the term ”STEM master teacher corps” means a State-led effort to elevate the status of the science, technology, engineering, and mathematics teaching profession by recognizing, rewarding, attracting, and retaining outstanding science, technology, engineering, and mathematics teachers, particularly in high-need and rural schools, by—
-
selecting candidates to be master teachers in the corps on the basis of—
-
content knowledge based on a screening examination; and
-
pedagogical knowledge of and success in teaching;
-
-
offering such teachers opportunities to—
-
work with one another in scholarly communities; and
-
participate in and lead high-quality professional development; and
-
-
providing such teachers with additional appropriate and substantial compensation for the work described in paragraph (2) and in the master teacher community.
-1.7
-
PART C—GENERAL PROVISIONS
SEC. 2301. [20 U.S.C. 6691] SUPPLEMENT, NOT SUPPLANT.
Funds made available under this title shall be used to supplement, and not supplant, non-Federal funds that would otherwise be used for activities authorized under this title.
SEC. 2302. [20 U.S.C. 6692] RULES OF CONSTRUCTION.
-
PROHIBITION AGAINST FEDERAL MANDATES, DIRECTION, OR CONTROL.—Nothing in this title shall be construed to authorize the Secretary or any other officer or employee of the Federal Government to mandate, direct, or control a State, local educational agency, or school’s—
-
instructional content or materials, curriculum, program of instruction, academic standards, or academic assessments;
-
teacher, principal, or other school leader evaluation system;
-
specific definition of teacher, principal, or other school leader effectiveness; or
-
teacher, principal, or other school leader professional standards, certification, or licensing.
-
-
SCHOOL OR DISTRICT EMPLOYEES.—Nothing in this title shall be construed to alter or otherwise affect the rights, remedies, and procedures afforded school or school district employees under Federal, State, or local laws (including applicable regulations or court orders) or under the terms of collective bargaining agreements, memoranda of understanding, or other agreements between such employees and their employers.
Back to ESSA Table of Contents
Technical Assistance
As outlined in the August 2016 Dear Colleague Letter on ESSA Transition Technical Assistance and Resource, the Office of State Support (OSS), in collaboration with other OESE programs, offers technical assistance across grant programs to address State needs through one-on-one individualized support for States to problem solve specific State needs; through peer-to-peer interactions that provide opportunities for collaboration with peer States, communities of practice, and interstate working groups around relevant issues and challenges; and through building awareness of information and resources in response to needs identified in the field through ongoing guidance and technical support to all States.
Technical Assistance Resources
The sections below provide links to technical assistance resources and supports across multiple priority areas. Priorities align with consolidated State plans and support State capacity building, standards and assessments, teachers and leaders, accountability and support, and unique student populations. Highlighted resources include websites, webinars, guidance documents, resources, and tools created by the Department and other technical assistance partners. Click on each topic to explore available resources and supports.
“New English Learner Resource Page is now available”
Consolidated State Plans
These resources provide assistance to States for preparing and submitting consolidated State plans. Additional information about ESSA consolidated State plans may be found on the Department’s ESSA Consolidated State Plans webpage
Tools
- Revised Consolidated State Plan Template
- Crosswalk of Consolidated State Plan Requirements
- Press Release
- Fact Sheet
- Secretary DeVos’ letter regarding updated consolidated State plans (March 13, 2017)
- Secretary DeVos’ letter to States regarding consolidated State plans (February 10, 2017)
Presentations
- Webinar presentation: Revised State Plan Template (March 15, 2017)
TA Partners
Consultation, Performance Management, Capacity Building
These resources provide assistance to States and school districts to enhance systems and build capacity, including tools to build strong performance management systems, plan for sustainability, communicate and engage with stakeholders, and leverage federal funds to implement education programs.
Tools
- Dear Colleague Letter on Stakeholder Engagement (June 22, 2016)
- Reform Integration Framework and Resource Guide
- Sustainability Rubric and Accompanying Resources
- Great State Leaders: A Competency Framework for Growing Talent in a State Education Agency
- School Turnaround Performance Management Toolkit
- Strategic Communications Resources
Presentations
TA Partners
Academic Assessments
These resources can help education leaders address common challenges related to challenging academic standards, including support for English Learners, teacher professional development around standards/lesson planning, and the development of high-quality assessments.
Tools
- Title I, Part A Assessment Regulation
- Title I, Part B Assessment Regulation
- Fact Sheet for Final Regulations: Title I, Part A and Part B
- Presentation: Assessment Regulations, Title I, Parts A and B (January 11, 2017)
- Use of Federal Funds for Assessments Guidance
- Assessment Peer Review
- President’s Testing Action Plan
- Assessment Design Toolkit (from the Reform Support Network)
- A Quality Control Toolkit for Student Learning Objectives (from the Reform Support Network)
- English Learner Tool Kit
TA Partners
- Center on Standards and Assessments Implementation
- Center on College and Career Readiness and Success
- National Clearinghouse for English Language Acquisition
Accountability Systems
These resources can help improve the effectiveness of differentiated recognition, accountability, and support systems designed to close achievement gaps for all students
Tools
- Long-Term Goal-Setting: Examples and Development Considerations For Use by State Educational Agencies in Addressing ESEA Requirements
- Timeline for identification of schools for support and improvement
- English Learner Tool Kit
TA Partners
Archived Information
Evidence-based Interventions and Supports for School Improvement
These resources address the identification and implementation of evidence-based school improvement strategies and interventions designed to support schools designated for improvement.
Regulations and Guidance
- Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments (September 16, 2016)
- Education Department General Administrative Regulations: Technical Revisions Fact Sheet (October 16, 2017)
- ESSA Assessment Use of Funds Guidance (December 7, 2016)
Communities of Practice
- School Turnaround Performance Management Toolkit (from the Reform Support Network)
Resources
- Needs Assessment Guidebook: Supporting the Development of District and School Needs Assessments
- Evidence-Based Practices in School Improvement– These profiles of promising practice focus on understanding how each profiled site followed steps of an evidence-based decision-making cycle (as defined in the Department’s non-regulatory guidance for strengthening education investments).
- Synthesis of Resources– This synthesis of resources presents a literature base that can be used when starting to research evidence-based practices for school improvement.
- Profiles of School Turnaround Strategies in Selected Sites (School Improvement Grants)
- Championing Effective Instruction: A Discussion Paper on State Innovations for Prioritizing and Improving Instruction in Turnaround Schools (School Improvement Grants)
Tools
- Supporting Decision Making for Evidence-based Literacy Interventions (National Title I Conference presentation, February 2018)
- What Works Clearinghouse: Find What Works
- School Turnaround Performance Management Toolkit (from the Reform Support Network)
Webinars
- ESEA Sec. 1003 Funding for School Improvement & ESEA Sec. 1003A Direct Student Services Webinar (July 18, 2018)
- SEA Webinar Using Evidence in State Education Agencies to Strengthen Education Investments and Achieve Student Outcomes (November 16, 2016 )
- LEA Series Webinars:
- LEA Series Webinar 3: Measuring Success: Using Evidence to Examine and Reflect on What Works (December 08, 2016)
- LEA Series Webinar 2: Ensuring Success: Using Evidence to Plan for and Implement Interventions to Achieve Student Outcomes (December 01, 2016)
- LEA Series Webinar 1: Planning for Success: Using Evidence to Identify Local Needs & Select Relevant Evidence-Based Interventions (November 17, 2016)
TA Partners
Supporting Excellent Educators
These resources can help education leaders address supports for teachers and leaders, including strategies to ensure that all students have access to excellent educators and recruiting, preparing, training, and supporting high quality teachers, principals and other school leaders.
- ESSA Title II, Part A Guidance – Supporting Educators
- ESSA Webinar Audio Recording (October 13, 2016)
- Equitable Access to Excellent Educators
- Promoting More Equitable Access to Effective Teachers: Problems and Root Causes (from the Reform Support Network)
- Equitable Access Implementation Playbook (from Center on Great Teachers and Leaders)
- Crafting a New Generation of Leaders: A Discussion Paper on State Initiatives for Developing Effective Turnaround Principals (from the Reform Support Network)
- Teachers & Leaders Community of Practice Resources (from the Reform Support Network)
TA Partners
- Center on Great Teachers and Leaders
- Equitable Access Support Network
- Regional Comprehensive Centers
Support for All Students
These resources are geared toward helping States support all student populations, (including English Learners, Students with Disabilities, Children in Foster Care, Homeless Youth, Migrant Students, and Recently-Arrived Youth), and social-emotional and engagement supports for all students.
Tools
- Serving All Students: With a Focus on English Learners and Children with Disabilities (National Title I Conference presentation, February 2018)
- Resource Guide: Accountability for English Learners Under the ESSA
- Title III English Learner Guidance
- ESSA Webinar Audio Recording (October 5, 2016)
- Dear Colleague Letter: English Learner Students and Limited English Proficient Parents
- Students in Foster Care Program Page (includes Guidance and Toolkit)
- Homeless Students Program Page (includes Guidance)
- Early Learning Guidance
- Title IV, Part A Guidance – Student Support and Academic Enrichment Program
- Improving Outcomes for All Students: Strategies and Considerations to Increase Student Diversity
- Recently Arrived English Learners: A Guide for States
- ELSTAR User Guide
TA Partners
- The National Center for Homeless Education
- The Neglected or Delinquent Education Technical Assistance Center
- Center on Enhancing Early Learning Outcomes
- National Center on Safe Supportive Learning Environments
- Equity Assistance Centers
Fiscal and Program Management
These resources provide guidance applicable to cross-cutting requirements around fiscal and program management of ESSA Title programs
Tools
- Financial Transparency and Reporting Readiness Assessment Tool, and District Example (DISCLAIMER)
- School-level Resource Allocation: Communicating for Transparency and Equity (National Title I Conference presentation, February 2018)
- Title I Allocation Formulas: A Discussion of the Factors that Affect Allocation Amounts, Including Why School District Allocations Changes Across Years (National Title I Conference presentation, February 2018)
- Ombudsmen and ESEA Equitable Services: Building Partnerships Between SEAs, LEAs, and Private School Officials (National Title I Conference presentation, February 2018)
- Fiscal Changes & Equitable Services Guidance
- Schoolwide Guidance
- State Educational Agency Procedures for Adjusting Basic, Concentration, Targeted, and Education Finance Incentive Grant Allocations Determined by the U.S. Department of Education
- Applying the Title I and School Improvement Hold-Harmless Requirements when Allocating
- Funds to Newly Opening and Significantly Expanding Charter School LEAs
- Local Educational Agency Identification and Selection of School Attendance Areas and Schools and Allocation of Title I Funds to Those Areas and Schools
- The Community Eligibility Provision and Selected Requirements Under Title I, Part A of the Elementary and Secondary Education Act of 1965, as Amended
- Title I Fiscal Issues: Maintenance of Effort; Comparability; Supplement, not Supplant; Carryover; Consolidating Funds in Schoolwide Programs; and Grantback Requirements
- Title IX, Part E Uniform Provisions, Subpart 1—Private Schools
- Serving Preschool Children Through Title I, Part A of the Elementary and Secondary Education Act of 1965, as Amended (April 16, 2012)
TA Partners
Data and Reporting
These resources provide guidance for cross-cutting data and reporting requirements for ESSA Title programs.
Tools
- Instructional Improvement & Data Systems Community of Practice (from the Reform Support Network)
TA Partners
Equitable Access to Excellent Educators
These resources provide guidance for cross-cutting equitable access to excellent educators requirements for ESSA Title programs.
Support for English Learners
These resources contain information about requirements related to English Learners(ELs) in the ESEA, and provides links to resources to support States in developing and implementing programs and services for ELs.
If you have questions about any information on this page, please contact OSS.TechnicalAssistance@ed.gov or your State contact.
OSS Meeting and Conference Presentations
The section below links to presentations that OSS staff have presented at meetings and conferences hosted by either the U.S. Department of Education or OSS’ partner organizations. (As appropriate, each of the resources below has also been included in the relevant priority area listed under this page’s “Technical Assistance Resources” header.) If you have any questions about these resources, please reach out to your OSS State contacts.
2018 National Title I Conference | February 8-11, 2018
2018 National Title I Conference | February 8-11, 2018
Staff from the Department, including OSS, the Office of Special Education Programs, the Office of Non-public Education, and the Office of the General Counsel, presented nine sessions at the 2018 National Title I Conference, hosted by the National Association of ESEA State Program Administrators.
- National Title I State Directors’ Meeting (2/7/18)
- Serving All Students: With a Focus on English Learners and Children with Disabilities (2/8/18)
- Ombudsmen and ESEA Equitable Services: Building Partnerships Between SEAs, LEAs, and Private School Officials (2/8/18)
- Parent Priorities for School and District Report Cards (2/8/18)
- Supporting Decision Making for Evidence-based Literacy Interventions (2/9/18)
- School-level Resource Allocation: Communicating for Transparency and Equity (2/9/18)
- Title I Allocation Formulas: A Discussion of the Factors that Affect Allocation Amounts, Including Why School District Allocations Change Across Years (2/9/18)
- Updates from the U.S. Department of Education (2/10/18
- The (Juris) Doctors Are In: A Lawyer’s Prescription for Navigating the ESSA (2/10/18)
Accountability and Support for English Learners| July 31, 2018
The U.S. Department of Education’s Office of State Support (OSS) hosted the Accountability and Support for English Learners Peer Convening for state accountability and English learner leaders. Interactive sessions focused on applications and analyses states can conduct using a new user-friendly statistical tool, The English Learner State Accountability Resource (ELSTAR), designed to support SEA leaders in making data-based decisions related to ESSA provisions and checking the validity of their ELP indicator, as well as states sharing strategies for monitoring, reporting, and assisting districts in meeting ELP goals.
State Assessment Peer Review Seminar | August 1-2, 2018
An assessment peer review seminar was held in Washington, DC on August 1 and 2, 2018. The seminar was focused on the updated guide for State Assessment Peer review, including the peer review of English Language Proficiency (ELP) assessments. Panel discussions that involved assessment experts (including many assessment peer reviewers) on a variety of salient topics were held. A complete summary of the seminar materials, including handouts, summary notes, participant list and video of all sessions are available on the meeting website.
2018 Combined Federal Programs Meeting | December 6-7, 2018
The Office of State Support and the Office of Special Education Programs hosted the 2018 Combined Federal Programs Meeting in December 2018. The theme for the 2018 conference was “Improving Student Achievement through Analysis, Evaluation, and Accountability”, and the conference featured presenters from the U.S. Department of Education, State educational agencies, and partner organizations.
- Plenary Session: Welcome and Updates from Department Leaders
- Breakout Session: ESSA Report Card Design Challenge Lessons Learned
- Breakout Session: Identifying and Addressing Student Needs: Meeting Local Needs with Evidence
- Breakout Session: Evaluating State Accountability Systems: Refining Approaches through Reflection
- Breakout Session: Improving Achievement of Struggling Readers
- Breakout Session: English Learner Updates
- Breakout Session: Sharing Data to Support Students in Foster Care
- Breakout Session Monitoring and Enforcing Equitable Services
- Breakout Session: Leveraging ESEA Funds to Support Educator Equity Planning
- Plenary Session: Policy Updates
- Plenary Session: Monitoring, Technical Assistance, and Report Card Updates
- Breakout Session: Implementation Strategies for Supporting CSI and TSI Schools
- Breakout Session: Closing Gaps for Students with Disabilities through Intentional Systems Alignment
- Breakout Session: Using Financial Transparency Data to Inform Resource Allocation
- Breakout Session: Student Support and Academic Enrichment Program: Overview & Updates
- Plenary Session: Meeting Reflections & Next Steps
2019 National ESEA Conference | January 30–February 2, 2019
Staff from the Department—including staff from the Office of Elementary and Secondary Education, the Office of Special Education Programs, the Office of Non-public Education, and the Office of the General Counsel—presented ten sessions at the 2019 National ESEA Conference, hosted by the National Association of ESEA State Program Administrators:
- Leveraging Federal Funds to Meet Student Needs (1/30/19)
- Title IV, Part A: Opportunities for Student Support and Academic Enrichment (1/30/19)
- REAPing Rewards: Showcasing Promising Practices from Rural Schools and Districts (1/30/19)
- Migratory Children: Who They Are & How States Work Together to Meet the Unique Needs of This Population (1/30/19)
- Closing Equity Gaps Through Intentional Alignment: ESSA and SSIP Linkages (1/30/19)
- Report Cards Under the Elementary and Secondary Education Act of 1965, as Amended by the Every Student Succeeds Act (1/31/19)
- Supporting English Learners Under the ESEA (1/31/19)
- Equitable Services Updates (1/31/19)
- Updates from the U.S. Department of Education (2/1/19)
- Title I, Part A Supplement Not Supplant (2/1/19)
OSS Technical Assistance Networks
- State Support Network – The State Support Network is a four-year technical assistance initiative to support States’ efforts to achieve significant improvements in student outcomes, scale up effective systemic approaches and practices within and across States and districts, and identify and share evidence-based activities to facilitate learning across States and districts.
- Equitable Access Support Network – The Equitable Access Support Network (EASN) offers collective and individualized technical assistance (TA) and resources to all 50 States, Puerto Rico, the District of Columbia, and the Bureau of Indian Education. The EASN, as a partner in the Equitable Access Consortium, provides assistance to States as they put in place strategies to ensure equitable access to excellent educators for all students.
- Reform Support Network – The Reform Support Network (RSN) is a partnership with the U.S. Department of Education to provide collective and individualized technical assistance (TA) and resources to State grantees of the Race to the Top program.
Technical Assistance Partners
OESE supports numerous technical assistance providers, including technical assistance networks, with the Comprehensive Centers and other partners Comprehensive Centers and other partners to leverage provide content expertise and resources to effectively address State grantee needs and assist with implementation challenges of federal programs across in key reform program areas. Please visit partner websites to learn more about the resources and supports available.
- Click Here for a list of OESE technical assistance partners websites.
Request Technical Assistance
We are committed to working with States to explore available technical assistance support. For State educational agency staff that have technical assistance needs, please reach out to your State contacts or your Regional Comprehensive Center
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Statute, Regulations & Guidance
Stakeholder Engagement
State Strategies for Engaging Stakeholders in Equity Planning and Beyond