1.Achievement Through
Technology and InnovationPart
D of title II of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6751 et seq.) is amended to read as follows:
DAchievement Through Technology and
Innovation
2401.This part may be cited
as the Achievement Through Technology
and Innovation Act of 2009
or the ATTAIN
Act
.
2402.Findings,
purposes, and goals
(a)Congress
makes the following findings:
(1)Learning
technologies in our Nation's schools are critical—
(A)to meet the goals
of the No Child Left Behind Act of 2001 of raising student achievement, closing
the achievement gap, and ensuring high-quality teaching; and
(B)to ensure that
our Nation’s students are prepared to compete in the 21st century
knowledge-based global economy.
(2)Increased
professional development opportunities are needed if teachers are to be highly
qualified and effective in a 21st century classroom with today’s digital native
students, including professional development opportunities—
(A)in the use of
learning technologies to deliver innovative instruction and curriculum;
and
(B)to use data to
inform instruction.
(3)Scientifically
based research, conducted with Federal funding, demonstrates that systemic
redesign initiatives centered around technology have shown great promise in
improving teaching and learning, including the following:
(A)In Utah,
Missouri, and Maine, the eMINTS program provides schools and teachers with
educational technology tools, curriculum, and more than 200 hours of
professional development to change how teachers teach and students learn. In
classrooms in the same school (1 with eMINTS and 1 without), the student
achievement of students in the eMINTS classroom was repeatedly over 10 percent
higher than the control classroom.
(B)In West Virginia,
students receiving access to online foreign language courses performed at least
as well as students in face-to-face versions of the classes, providing
comparable high-quality instruction for students in rural areas who otherwise
would not have access to such courses.
(C)In Michigan’s
Freedom to Learn technology program, proficiency on Michigan Education
Assessment Program (MEAP) tests of 8th grade mathematics increased from 31
percent in 2004 to 63 percent in 2005 in 1 middle school, and science
achievement increased from 68 percent of students proficient in 2003 to 80
percent in 2004.
(D)In Texas, the
Technology Immersion Pilot (TIP), implemented in middle schools, demonstrated
that discipline referrals went down by more than 1/2 with
the changes in teaching and learning; while in 1 school, the percentage of 6th
graders who passed the reading portion of the 2006 State assessment (TAKS) test
was up 17 points from 2004, and the percentage of 7th graders who passed the
mathematics portion of the TAKS rose 13 points. The students participating in
the Technology Immersion Pilot have become more responsible for their learning,
more engaged in the classroom, and much more knowledgeable about the role of
technology in problem solving and learning.
(E)In Iowa, after
connecting teachers with sustainable professional development and
technology-based curriculum interventions, students taught by such teachers had
scores that increased by 14 points in 8th grade mathematics, 16 points in 4th
grade mathematics, and 13 points in 4th grade reading compared with control
groups.
(4)Technology and
e-learning in our Nation's schools are necessary to meet our Nation's science,
technology, engineering, and mathematics (STEM) education needs and to provide
students with 21st century skills, including technology literacy, information
literacy, communication skills, problem solving skills, and the ability for
self-directed life-long learning.
(5)A 2003 Department
of Commerce report credits United States industry’s investments in information
technology between 1989 and 2001 with producing positive and probably
lasting changes in the Nation’s economic potential
, but finds United
States education last in intensity of information technology in 55 industry
sectors.
(6)Many of our
Nation's schools lack the resources necessary for the 21st century classroom
and to meet the needs and expectations of today’s digital native students,
including—
(A)software, digital
content, and broadband resources; and
(B)other
technologies.
(7)According to the
Department of Education’s National Educational Technology Trends Study (NETTS
2007), insufficient or outdated technology presented a substantial barrier to
technology use for teaching and learning for more than 40 percent of students,
while the lack of support specialists was a barrier to technology use for more
than 50 percent of students.
(8)Federal
leadership and investment is needed to serve as a catalyst for State and local
education initiatives aimed at school innovation and improved student
achievement through leveraging educational technologies. According to the
Department of Education’s National Educational Technology Trends Study (NETTS
2007), Because funds generated locally through bonds or taxes frequently
have legal restrictions requiring them to be spent on hardware and connectivity
purchases only, Federal and State funds supporting the use of technology
resources fill a critical gap.
.
(b)The
purposes of this part are the following:
(1)To ensure that
through technology every student has access to individualized, rigorous, and
relevant learning to meet the goals of this part, and to prepare all students
and the United States for the 21st century.
(2)To evaluate,
build upon, and increase the use of evidence-based and innovative systemic
school redesigns that center on the use of technology that leads to school
improvement and increased student achievement.
(3)To increase
ongoing, meaningful professional development around technology that—
(A)leads to changes
in teaching and curriculum;
(B)improves student
achievement, including in core academic subjects;
(C)improves student
technology literacy; and
(D)is aligned with
professional development activities supported under section 2123.
(c)The
goals of this part are the following:
(1)To improve
student academic achievement with respect to State academic standards through
the use of professional development and systemic school redesigns that center
on the use of technology and the applications of technology.
(2)To improve
professional development to ensure every school administrator—
(A)possesses the
leadership skills necessary for effective technology integration and every
teacher possesses the knowledge and skills to use technology across the
curriculum;
(B)uses technology
and curriculum redesign as key components of changing teaching and learning and
improving student achievement;
(C)uses technology
for data analysis to enable individualized instruction; and
(D)uses technology
to improve student technology literacy.
(3)To ensure that
every student is technologically literate by the end of 8th grade, regardless
of the student's race, ethnicity, gender, family income, geographic location,
or disability.
(4)To improve
student engagement, opportunity, attendance, graduation rates, and technology
access through enhanced or redesigned curriculum or instruction.
(5)To more
effectively use data to inform instruction, address individualized student
needs, and support school decisionmaking.
2403.Definition of
student technology literacyIn
this part:
(1)
(A)The term local educational agency includes a
consortium of local educational agencies.
(B)The Secretary shall promulgate regulations
implementing subparagraph (A).
(2)Student
technology literacyThe term
student technology literacy means student knowledge and skills in
using contemporary information, communication, and learning technologies in a
manner necessary for successful employment, life-long learning, and citizenship
in the knowledge-based, digital, and global 21st century, which includes, at a
minimum, the ability—
(A)to effectively
communicate and collaborate;
(B)to analyze and
solve problems;
(C)to access,
evaluate, manage, and create information and otherwise gain information
literacy;
(D)to demonstrate
creative thinking, construct knowledge, and develop innovative products and
processes; and
(E)to do so in a
safe and ethical manner.
2404.Authorization
of appropriations
(a)There are authorized to be appropriated to carry out this
part, $1,000,000,000 for fiscal year 2010, and such sums as may be necessary
for each of the 5 succeeding fiscal years.
(b)Allocation of
funds between state and local and national initiativesOf the
funds made available under subsection (a) for a fiscal year—
(1)3 percent or
$10,000,000, whichever amount is less, shall be available to carry out subpart
2, of which—
(A)$2,000,000 shall
be available to carry out section 2411(1); and
(B)1.5 percent or
$4,000,000, whichever amount is less, shall be available to carry out section
2412; and
(2)the remainder of
the funds made available under subsection (a) shall be available to carry out
subpart 1.
(c)
(1)Local
administrative costsOf the funds made available to a local
educational agency under this part for a fiscal year, not more than 3 percent
may be used by the local educational agency for administrative costs.
(2)State
administrative costsOf the funds made available to a State
educational agency under section 2406(a)(1), not more than 60 percent may be
used by the State educational agency for administrative costs.
1
2405.Allotment and
reallotment
(a)Reservations
and allotmentFrom the amount made available to carry out this
subpart under section 2404(b)(2) for a fiscal year—
(1)the Secretary
shall reserve—
(A)3/4
of 1 percent for the Secretary of the Interior for programs under this subpart
for schools operated or funded by the Bureau of Indian Affairs; and
(B)1/2
of 1 percent to provide assistance under this subpart to the outlying areas;
and
(2)subject to
subsection (b), the Secretary shall use the remainder to award grants by
allotting to each State educational agency an amount that bears the same
relationship to such remainder for such year as the amount received under part
A of title I for such year by such State educational agency bears to the amount
received under such part for such year by all State educational
agencies.
(b)The amount of any State educational agency's allotment
under subsection (a)(2) for any fiscal year shall not be less than
1/2 of 1 percent of the amount made available for
allotments to State educational agencies under this part for such year.
(c)Reallotment of
unused fundsIf any State educational agency does not apply for
an allotment under this subpart for a fiscal year, or does not use the State
educational agency's entire allotment under this subpart for that fiscal year,
the Secretary shall reallot the amount of the State educational agency's
allotment, or the unused portion of the allotment, to the remaining State
educational agencies that use their entire allotments under this subpart in
accordance with this section.
(d)State
educational agency definedIn this section, the term State
educational agency does not include an agency of an outlying area or the
Bureau of Indian Affairs.
2406.Use of
allotment by State
(a)Of the amount provided to a State educational agency
under section 2405(a)(2) for a fiscal year—
(1)the State
educational agency may use not more than 5 percent of such amount or $100,000,
whichever amount is greater, to carry out activities under section
2408(a);
(2)the State
educational agency shall use 2.5 percent of such amount or $50,000, whichever
amount is greater, to carry out activities under section 2408(b); and
(3)the State
educational agency shall distribute the remainder as follows:
(A)The State
educational agency shall use 60 percent of the remainder to award Improving
Teaching and Learning through Technology subgrants to local educational
agencies having applications approved under section 2409(c) for the activities
described in section 2410(b) by allotting to each such local educational agency
an amount that bears the same relationship to 60 percent of the remainder for
such year as the amount received under part A of title I for such year by such
local educational agency bears to the amount received under such part for such
year by all local educational agencies within the State, subject to subsection
(b)(2).
(B)The State
educational agency shall use 40 percent of the remainder to award Systemic
School Redesign through Technology Integration subgrants, through a
State-determined competitive process, to local educational agencies having
applications approved under section 2409(b) for the activities described in
section 2410(a).
(b)
(1)In awarding subgrants under subsection (a)(3)(B), the State
educational agency shall—
(A)ensure the
subgrants are of sufficient size and scope to be effective, consistent with the
purposes of this part;
(B)ensure subgrants
are of sufficient duration to be effective, consistent with the purposes of
this part, including by awarding subgrants for a period of not less than 2
years that may be renewed for not more than an additional 3 years;
(C)give preference
in the awarding of subgrants to local educational agencies that serve schools
in need of improvement, as identified under section 1116, including those
schools with high populations of—
(i)students with
limited English proficiency;
(ii)students with
disabilities; or
(iii)other subgroups
of students who have not met the State’s student academic achievement
standards; and
(D)ensure an
equitable distribution of subgrants under subsection (a)(3)(B) among urban and
rural areas of the State, according to the demonstrated need for assistance
under this subpart of the local educational agencies serving the areas.
(2)The amount of any local educational agency’s subgrant
under subsection (a)(3)(A) for any fiscal year shall be not less than
$3,000.
(c)Reallotment of
unused fundsIf any local educational agency does not apply for a
subgrant under subsection (a)(3)(A) for a fiscal year, or does not use the
local educational agency's entire allotment under this subpart for that fiscal
year, the State shall reallot the amount of the local educational agency's
allotment, or the unused portion of the allotment, to the remaining local
educational agencies that use their entire allotments under this subpart in
accordance with this section.
2407.
(a)To be eligible to receive a grant under this subpart, a
State educational agency shall submit to the Secretary, at such time and in
such manner as the Secretary may specify, an application containing the
contents described in subsection (b) and such other information as the
Secretary may reasonably require.
(b)Each
State educational agency application submitted under subsection (a) shall
include each of the following:
(1)A description of
how the State educational agency will support local educational agencies that
receive subgrants under this subpart in meeting, and help improve the local
educational agencies' capacity to meet, the purposes and goals of this part and
the requirements of this subpart, including through technical
assistance.
(2)A description of
the State educational agency's long-term goals and strategies for improving
student academic achievement, including in core academic subjects and in
student technology literacy, through the effective use of technology in
classrooms and schools throughout the State.
(3)A description of
the priority area upon which the State educational agency will focus the State
educational agency's guidance, technical assistance, and other assistance under
this subpart, and other local support under this subpart, such that the
priority area shall be identified by the State educational agency from among
the core academic subjects, grade levels, and student subgroup populations that
may be causing the most number of local educational agencies in the State to
not make adequate yearly progress, as defined in section 1111(b)(2)(C).
(4)A description of
how the State educational agency will support local educational agencies that
receive subgrants under this subpart in implementing, and will help improve the
local educational agency's capacity to implement, professional development
programs pursuant to section 2410(b)(1)(A).
(5)A description of
how the State educational agency will ensure that teachers, paraprofessionals,
library and media personnel, and administrators served by the State educational
agency possess the knowledge and skills—
(A)to use technology
across the curriculum;
(B)to use technology
and curriculum redesign as key components of changing teaching and learning and
improving student achievement;
(C)to use technology
for data analysis to enable individualized instruction; and
(D)to use technology
to improve student technology literacy.
(6)A description of
the process, activities, and performance measures that the State educational
agency will use to evaluate the impact and effectiveness of activities
described in section 2408(b).
(7)Identification of
the State challenging academic content standards and challenging student
academic achievement standards that the State educational agency will use to
ensure that each student is technology literate by the end of the 8th grade
consistent with the definition of student technology literacy, and a
description of how the State educational agency will assess, not less than once
by the end of 8th grade, student performance in gaining technology literacy
only for the purpose of tracking progress towards achieving the 8th grade
technology literacy goal but not for meeting adequate yearly progress goals,
including through embedding such assessment items in other State tests or
performance-based assessments portfolios, or through other valid and reliable
means, except that nothing in this subpart shall be construed to require States
to develop a separate test to assess student technology literacy.
(8)An assurance that
financial assistance provided under this subpart will supplement, and not
supplant, State and local funds.
(9)A description of
how the State educational agency will, in providing technical and other
assistance to local educational agencies, give priority to those local
educational agencies identified by the State educational agency as having the
highest need for assistance under this subpart, including those local
educational agencies with the highest percentage or number—
(A)of students from
families with incomes below the poverty line;
(B)of students not
achieving at the State proficiency level;
(C)of student
populations identified under section 2406(b)(1)(C); or
(D)of schools
identified as in need of improvement under section 1116.
(10)A description of
how the State educational agency will ensure that each subgrant awarded under
section 2406(a)(3)(B) is of sufficient size, scope, and duration to be
effective as required under section 2406(b), and that such subgrants are
appropriately targeted and equitably distributed as required under section
2406(b) to carry out the purposes of this part effectively.
(11)A description of
how the State educational agency consulted with local educational agencies in
the development of the State application.
2408.
(a)Mandatory and
permissive activities
(1)From funds made available under section 2406(a)(1), a
State educational agency shall carry out each of the following
activities:
(A)Identify the
State challenging academic content standards and challenging student academic
achievement standards that the State educational agency will use to ensure that
each student is technology literate by the end of the 8th grade consistent with
the definition of student technology literacy.
(B)Assess not less
than once by the end of the 8th grade student performance in gaining technology
literacy consistent with subparagraph (A), including through embedding such
assessment items in other State tests, performance-based assessments, or
portfolios, or through other means, except that such assessments shall be used
only to track student technology literacy and shall not be used to determine
adequate yearly progress.
(C)Publish the
results of the State educational agency's technology literacy assessment
administered under subparagraph (B) not less than 3 months after the assessment
is administered such that the results are made widely available to local
educational agencies, parents, and citizens, including through presentation on
the Internet, and transmit such results to the Secretary.
(D)Provide guidance,
technical assistance, and other assistance in the priority area identified by
the State pursuant to section 2407(b)(3) to local educational agencies
receiving subgrants of less than $10,000 under section 2406(a)(3)(A) with a
priority given to those local educational agencies with the highest need for
assistance described in section 2407(b)(9).
(E)Provide technical
assistance to local educational agencies, with a priority given to those local
educational agencies identified by the State as having the highest need for
assistance under this subpart, including those local educational agencies with
the highest percentage or number of (i) students from families with incomes
below the poverty line, (ii) students not achieving at the State proficiency
level, (iii) student populations described in section 2406(b)(1)(C), and (iv)
schools identified as in need of improvement under section 1116, in the
following ways:
(i)Submitting
applications for funding under this part.
(ii)Carrying out
activities authorized under section 2410, including implementation of systemic
school redesigns as described in section 2409(b).
(iii)Developing
local educational technology plans and integrating such plans with the local
educational agency's plans for improving student achievement under sections
1111 and 1112, and, if applicable, section 1116.
(F)Provide guidance,
technical assistance, and other assistance to local educational agencies
regarding the local educational agency's plans to assess, and, as needed,
update the computers, software, servers, and other technologies throughout the
local educational agency in terms of the functional capabilities, age, and
other specifications of the technology, including to ensure such technologies
can process, at scale, new applications and online services such as video
conferencing, video streaming, virtual simulations, and distance
learning.
(2)From funds made available under section 2406(a)(1), a
State educational agency may carry out 1 or more of the following
activities:
(A)State leadership
activities and technical assistance that assist local educational agencies that
receive subgrants under this subpart in achieving the purposes and goals of
this part.
(B)Assist local
educational agencies that receive subgrants under this subpart in the
development and utilization of research-based or innovative strategies for the
delivery of specialized or rigorous academic courses and curricula through the
use of technology, including distance learning technologies.
(C)Assisting local
educational agencies that receive subgrants under this subpart in providing
sustained and intensive, high-quality professional development pursuant to
section 2410(b)(1)(A), including through assistance in a review of relevant
research.
(b)Activities
relating to researchFrom funds made available under section
2406(a)(2), a State educational agency shall carry out 1 or more of the
following activities:
(1)Conduct
scientifically based or other rigorous research to evaluate the impact of 1 or
more programs or activities carried out under subsection (a) in meeting the
purposes and goals of this part.
(2)Provide technical
assistance to local educational agencies in carrying out evaluation research
activities as required under section 2410(a)(1).
(3)Create 1 or more
evaluation research protocols, designs, performance measurement systems, or
other tools to assist local educational agencies in carrying out evaluation
activities as required under section 2410(a)(1).
(4)Collect and
disseminate the findings of the evaluation research activities carried out by
local educational agencies under paragraphs (1), (2), and (3).
2409.
(a)Each local educational agency desiring a subgrant from a
State educational agency under this subpart shall submit to the State
educational agency an application containing a new or updated local long-range
strategic educational technology plan, and such other information as the State
educational agency may reasonably require, at such time and in such manner as
the State educational agency may require. The application shall contain each of
the following:
(1)A description of
how the local educational agency will align and coordinate the local
educational agency's use of funds under this subpart with—
(A)the school
district technology plan;
(B)the school
district plans and activities for improving student achievement, including
plans and activities under sections 1111 and 1112, and sections 1116 and 2123,
as applicable; and
(C)funds available
from other Federal, State, and local sources.
(2)An assurance that
financial assistance provided under this subpart will supplement, and not
supplant other funds available to carry out activities assisted under this
section.
(3)A description of
the process used to assess and, as needed, update the computers, software,
servers, and other technologies throughout the local educational agency in
terms of their functional capabilities, age, and other specifications, in order
to ensure technologies can process, at scale, new applications and online
services, such as video conferencing, video streaming, virtual simulations, and
distance learning courses.
(4)Such other
information as the State educational agency may reasonably require.
(b)Competitive
grants; Systemic school redesign through technology
integrationIn addition to components included in subsection (a),
a local educational agency submitting an application for a subgrant under
section 2406(a)(3)(B) shall submit to the State educational agency an
application containing each of the following:
(1)A description of
how the local educational agency will use the subgrant funds to implement
systemic school redesign, which is a comprehensive set of programs, practices,
and technologies that—
(A)collectively lead
to school or school district change and improvement, including in the use of
technology and in improved student achievement; and
(B)incorporate all
of the following elements:
(i)Reform or
redesign of curriculum, instruction, assessment, use of data, or other
standards-based school or classroom practices through the use of technology in
order to increase student learning opportunity, student technology literacy,
student access to technology, and student engagement in learning.
(ii)Improvement of
educator quality, knowledge and skills through ongoing, sustainable, timely,
and contextual professional development described in section
2410(b)(1)(A).
(iii)Development of
student technology literacy and other skills necessary for 21st century
learning and success.
(iv)Ongoing use of
formative assessments and other timely data sources and data systems to more
effectively identify individual student learning needs and guide personalized
instruction, learning, and appropriate interventions that address individual
student learning needs.
(v)Engagement of
school district leaders, school leaders, and classroom educators.
(vi)Programs,
practices, and technologies that are research-based or innovative, such that
research-based systemic redesigns are based on a review of the best available
research evidence, and innovative systemic redesigns are based on development
and use of new redesigns, programs, practices, and technologies.
(2)An assurance that
the local educational agency will use not less than 25 percent of the subgrant
funds to implement a program of professional development described in section
2410(b)(1)(A).
(3)A description of
how the local educational agency will evaluate the impact of 1 or more programs
or activities carried out under this subpart in meeting 1 or more of the
purposes or goals of this part.
(c)Formula grants;
improving teaching and learning through technologyIn addition to
components included in subsection (a), a local educational agency that submits
an application for a subgrant under section 2406(a)(3)(A) shall submit to the
State educational agency an application containing each of the
following:
(1)An assurance that
the local educational agency will use not less than 40 percent of the subgrant
funds for—
(A)professional
development described in section 2410(b)(1)(A); and
(B)technology tools,
applications, and other resources related specifically to such professional
development activities.
(2)A description of
how the local educational agency will implement a program of professional
development required under paragraph (1)(A).
(3)A description of
how the local educational agency will employ technology tools, applications,
and other resources in professional development and to improve student learning
and achievement in the area of priority identified by the local educational
agency pursuant to paragraph (4).
(4)A description of
the priority area upon which the local educational agency will focus the
subgrant funds provided under this subpart, such that such priority area shall
be identified from among the core academic subjects, grade levels, and student
subgroup populations in which the most number of students served by the local
educational agency are not proficient.
(d)A local educational agency that submits an
application to the State educational agency for subgrant funds awarded under
section 2406(a)(3)(B) may, upon notice to the State educational agency, submit
a single application that will also be considered by the State educational
agency as an application for subgrant funds awarded under section
2406(a)(3)(A), if the application addresses each application requirement under
subsections (a), (b), and (c).
(e)For any fiscal year, a local educational agency
applying for a subgrant described in section 2406(a)(3) may apply as part of a
consortium in which more than 1 local educational agency jointly submits a
subgrant application under this subpart, except that no local educational
agency may receive more than 1 subgrant under this subpart.
2410.
(a)Competitive
grants; systemic school redesign through technology
integrationFrom subgrant funds made available to a local
educational agency under section 2406(a)(3)(B), the local educational
agency—
(1)shall use not
less than 5 percent of such subgrant funds to evaluate the impact of 1 or more
programs or activities carried out under the subgrant in meeting 1 or more of
the purposes or goals of this part as approved by the State educational agency
as part of the local application described in section 2409(b)(3); and
(2)shall use the
remaining funds to implement a plan for systemic school redesign, which may
take place in 1 or more schools served by the local educational agency or
across all schools served by the local educational agency, in accordance with
section 2409(b)(1), including each of the following:
(A)Using not less
than 25 percent of subgrant funds to improve teacher quality and skills through
support for the following:
(i)Professional
development activities, as described in subsection (b)(1)(A).
(ii)The acquisition
and implementation of technology tools, applications, and other resources to be
employed in the professional development activities described in clause
(i).
(B)Acquiring and
effectively implementing technology tools, applications, and other resources in
conjunction with enhancing or redesigning the curriculum or instruction in
order to—
(i)increase student
learning opportunity or access, student engagement in learning, or student
attendance or graduation rates;
(ii)improve student
achievement in 1 or more of the core academic subjects; and
(iii)improve student
technology literacy.
(C)Acquiring and
effectively implementing technology tools, applications, and other resources
to—
(i)conduct ongoing
formative assessments and use other timely data sources and data systems to
more effectively identify individual student learning needs and guide
personalized instruction, learning, and appropriate interventions that address
those individualized student learning needs;
(ii)support
individualized student learning, including through instructional software and
digital content that supports the learning needs of each student, or through
providing access to high-quality courses and instructors, including
mathematics, science, and foreign language courses, often not available except
through technology and online learning, especially in rural and high-poverty
schools; and
(iii)conduct such
other activities as appropriate consistent with the goals and purposes of
research-based and innovative systemic school redesign, including activities
that increase parental involvement through improved communication with teachers
and access to student assignments and grades.
(b)Formula grants;
improving teaching and learning through technologyFrom funds
made available to a local educational agency under section 2406(a)(3)(A), the
local educational agency shall carry out activities to improve student
learning, student technology literacy, and achievement in the area of priority
identified by the local educational agency under section 2409(c)(4), including
each of the following:
(1)The local
educational agency shall use not less than 40 percent of subgrant funds for
professional development activities that are aligned with activities supported
under section 2123 to improve teacher quality and skills through support for
the following:
(A)Training of
teachers, paraprofessionals, library and media personnel, and administrators,
which—
(i)shall include the
development, acquisition, or delivery of—
(I)training that is
ongoing, sustainable, timely, and directly related to up-to-date teaching
content areas;
(II)training in
strategies and pedagogy in the core academic subjects that involve use of
technology and curriculum redesign as key components of changing teaching and
learning and improving student achievement;
(III)training in the
use of technology to ensure every educator is technologically literate,
including possessing the knowledge and skills—
- (aa)to
use technology across the curriculum;
- (bb)to
use technology and curriculum redesign as key components of innovating teaching
and learning and improving student achievement;
- (cc)to
use technology for data analysis to enable individualized instruction;
and
- (dd)to
use technology to improve student technology literacy; and
(IV)training that
includes ongoing communication and follow-up with instructors, facilitators,
and peers; and
(ii)may
include—
(I)the use of
instructional technology specialists, mentors, or coaches to work directly with
teachers, including through the preparation of 1 or more teachers as technology
leaders or master teachers who are provided with the means to serve as experts
and train other teachers in the effective use of technology; and
(II)the use of
technology, such as distance learning and online virtual educator-to-educator
peer communities, as a means for delivering professional development.
(B)The acquisition
and implementation of technology tools, applications, and other resources to be
employed in the professional development activities described in subparagraph
(A).
(2)The local
educational agency shall use the funds that remain after application of
paragraph (1) to acquire or implement technology tools, applications, and other
resources to improve student learning, student technology literacy, and student
achievement in the area of priority identified by the local educational agency,
including through 1 or more of the following:
(A)Conducting
ongoing formative assessment and using other timely data sources and data
systems to more effectively identify individual student learning needs and
guide personalized instruction, learning, and appropriate interventions that
address those individualized student learning needs.
(B)Supporting
individualized student learning, including through instructional software and
digital content that supports the learning needs of each student served by the
local educational agency under the subgrant, or through providing access to
high-quality courses and instructors, including mathematics, science, and
foreign language courses, often not available except through technology such as
online learning, especially in rural and high-poverty schools.
(C)Increasing
parental involvement through improved communication with teachers and access to
student assignments and grades.
(D)Enhancing
accountability, instruction, and data-driven decisionmaking through data
systems that allow for management, analysis, and disaggregating of student,
teacher, and school data.
(E)Such other
activities as are appropriate and consistent with the goals and purposes of
this part.
(c)A local educational agency that receives a grant under
subparagraph (A) and subparagraph (B) of section 2406(a)(3) may use all such
grant funds for activities authorized under subsection (a).
2
2411.From the amount
made available to carry out national activities under section 2404(b)(1) (other
than the amounts made available to carry out subparagraphs (A) and (B) of
section 2404(b)(1)), the Secretary, working through and in coordination with
the Director of the Office of Educational Technology and collaborating, as
appropriate, with the National Center for Achievement Through Technology
authorized under section 2412, shall carry out the following activities:
(1)The Secretary shall annually conduct and publish a
national report on student technology literacy to determine the extent to which
students have gained student technology literacy by the end of the 8th grade.
In conducting the study, the Secretary shall—
(A)consult first
with experts and stakeholders, including educators and education leaders,
education technology experts from education and industry, and the business and
higher education communities seeking secondary school graduates with student
technology literacy; and
(B)employ a random
stratified sample methodology of student technology literacy performance using
a cost-effective assessment that is a readily available, valid, and reliable
assessment instrument.
(2)Student
technology literacyThe Secretary shall publish each year the
results of the State technology literacy assessments carried out under section
2408(a)(1)(C).
(3)National
education technology planBased on the Nation’s progress and an
assessment by the Secretary of the continuing and future needs of the Nation’s
schools in effectively using technology to provide all students the opportunity
to meet challenging State academic content and student academic achievement
standards, the Secretary shall update and publish, in a form readily accessible
to the public, a national long-range technology plan not less often than once
every 5 years, and shall implement such plan.
(4)Other national
activitiesFrom the funds remaining after carrying out paragraphs
(1), (2), and (3), the Secretary shall carry out 1 or more of the following
activities:
(A)Support efforts
to increase student technology literacy, including through outreach to
education, business, and elected leaders aimed at building understanding of the
knowledge and skills students need to succeed in the 21st century through the
use of technology for life-long learning, citizenship, and workplace
success.
(B)Support the work
of the National Center for Achievement Through Technology in serving as a
national resource for the improvement of technology implementation in education
through identification and dissemination of promising practices and exemplary
programs that effectively use educational technologies.
(C)Support efforts
to increase the capacity of State and local education officials to budget for
technology acquisition and implementation, including taking into account the
long-term costs of such acquisition and implementation, how technology
investments may increase effectiveness and efficiencies that ultimately save
other educational costs or provide improved outcomes, and how spending for
technology in education shall be considered in a comprehensive cost-benefit
analysis and not simply as a supplemental expense.
(D)Support staff at
the Department and other Federal agencies in their understanding of education
technology, the role of technology in Federal education programs, and how
Federal grantees can be supported in integrating education technologies into
the grantees' programs as appropriate.
(E)Convene
stakeholders in an effort to outline and support a national research and
development agenda aimed at supporting public-private partnerships to leverage
evolving technologies to meet evolving educational needs.
(F)Convene
practitioners and leaders from local and State education, business and
industry, higher education, or other stakeholder communities—
(i)to carry out the
activities under this paragraph, including convening an annual forum on
leadership and classroom technology best practices;
(ii)to otherwise
address challenges and opportunities in the use of technology to improve
teaching, learning, teacher quality, student achievement, student technology
literacy, and the efficiency and productivity of the education enterprise;
and
(iii)to otherwise
support school innovation and our Nation’s competitiveness.
(G)Support efforts
to ensure teachers and other educators have the knowledge and skills to teach
in the 21st century through the use of technology, including by providing
assistance to and sharing information with State accrediting agencies, colleges
of teacher education, and other educational institutions and government
entities involved in the preparation and certification of teachers, to ensure
such teachers possess the knowledge and skills prior to entering the teaching
force.
(H)Support efforts
to assist principals, superintendents, and other senior school and school
district administrators in adapting to, and leading their schools with, 21st
century technology tools and 21st century knowledge and skills, including the
following:
(i)Developing a
blueprint for the job skills required and the coursework and experience
necessary to be prepared for school leadership.
(ii)Supporting the
development of professional development and training programs that help
education leaders obtain the knowledge and skills, including through
collaborative efforts with up-to-date programs and institutions.
(iii)Developing
materials, resources, self-assessments, and other tools to meet the activities
described in clauses (i) and (ii).
(I)Undertake other
activities that—
(i)lead to the
improvement of—
(I)our Nation's
educational system in using educational technologies to improve teaching,
learning, and student achievement; and
(II)student
technology literacy and related 21st century college preparedness and workforce
competitiveness; and
(ii)complement other
such efforts undertaken by public and private agencies and
organizations.
2412.National
center for achievement through technology
(a)The
purpose of this section is to establish a National Center for Achievement
Through Technology that—
(1)provides national
leadership regarding improvement in the use of technology in education, with a
focus on elementary and secondary education, including technology’s role in
improving—
(A)student
achievement;
(B)student
technology literacy; and
(C)teacher
quality;
(2)serves as a
national resource for the improvement of technology implementation in education
through identification and dissemination of promising practices and exemplary
programs that effectively use educational technologies to improve teaching and
learning, teacher quality, student engagement and opportunity, student
achievement and technology literacy, and the efficiency and productivity of the
education enterprise, including serving as a national resource for the related
research and research on the conditions and practices that support the
effective use of technology in education; and
(3)provides an
annual report to Congress that—
(A)synthesizes the
promising practices and exemplary programs that effectively use educational
technologies to improve the teaching and learning described in paragraph (2);
and
(B)includes the
related research and research on the conditions and practices that support the
effective use of technology in education described in paragraph (2).
(b)
(1)From amounts made available under section 2404(b)(1)(B),
the Director of the Office of Educational Technology shall award a grant, on a
competitive basis, to an eligible entity to enable the eligible entity to
establish a National Center for Achievement Through Technology (in this section
referred to as the Center
).
(2)Coordination
with the InstituteThe Director of the Office of Educational
Technology shall award the grant under paragraph (1) in coordination with the
Director of the Institute of Education Sciences, but the Director of the Office
of Educational Technology shall administer the grant program under this
section.
(3)Definition of
eligible entityIn this section the term eligible
entity means an entity that is—
(A)a research
organization or research institution with education technology as one of the
organization or institution's primary areas of focus; or
(B)a partnership
that consists of a research organization or research institution described in
subparagraph (A) and 1 or more education institutions or agencies, nonprofit
organizations, or research organizations or institutions.
(4)The
grant awarded under this section shall be not less than 2 years in duration,
and shall be renewable at the discretion of the Director of the Office of
Educational Technology for not more than an additional 3 years.
(5)In awarding the grant under this section, the Director of
the Office of Educational Technology shall consider the recommendations of a
peer review panel, which shall be composed of representatives of the following
stakeholder communities:
(A)Teachers and
other educators who use technologies.
(B)Local and State
education leaders who administer programs employing technologies.
(C)Businesses that
develop educational technologies.
(D)Researchers who
study educational technologies.
(E)Related
education, educational technology, and business organizations.
(c)National center
for achievement through technology activitiesThe Center shall
carry out the following activities:
(1)Promising
practices, exemplary programs and researchThe Center shall
identify and compile promising practices, exemplary programs, quantitative and
qualitative research, and other information and evidence demonstrating—
(A)the broad uses
and positive impacts of technology in elementary and secondary education;
and
(B)the factors and
steps important to technology's improvement and to the effective use of
technology with students so that specific technologies are considered in the
context of the comprehensive educational program or practice in which the
technologies are used—
(i)across a
curriculum to improve teaching, learning, and student achievement, including in
the core academic subjects;
(ii)to support the
teaching and learning of student technology literacy;
(iii)for formative
and summative assessment, including to inform instruction and data-driven
decisionmaking, to individualize instruction, and for accountability
purposes;
(iv)to improve
student learning and achievement, including through—
(I)improving student
interest and engagement;
(II)increasing
student access to courses and instructors through distance learning and
expanded student learning time; and
(III)individualizing
curriculum and instruction to meet unique student learning needs, learning
styles, and pace;
(v)to improve
teacher quality, including through professional development and timely and
ongoing training and support; and
(vi)to improve the
efficiency and productivity of the classroom and school enterprise, including
through data management and analysis, resource management, and communications;
and
(C)the policies,
budgeting, technology infrastructure, conditions, practices, teacher training,
school leadership, and other implementation factors important to improving the
effectiveness of technology in elementary and secondary education as outlined
in subparagraph (B), including in—
(i)the knowledge and
skills teachers and other educators need to teach in the 21st century through
the use of technology, including knowledge and skills necessary—
(I)to use technology
and curriculum redesign as key components of changing teaching and
learning;
(II)to use
technology for data analysis to enable individualized instruction; and
(III)to use
technology to improve student technology literacy;
(ii)the knowledge
and skills principals, superintendents, and other senior school and school
district administrators need to effectively lead in 21st century schools using
technology, including the job skills required and the coursework and experience
necessary to be prepared for school leadership; and
(iii)the budgeting
for technology acquisition and implementation, including taking into account
the long-term costs of such acquisition and implementation, how technology
investments may increase effectiveness and efficiencies that ultimately save
other educational costs or provide improved outcomes, and how spending for
technology in education shall be considered in a comprehensive cost-benefit
analysis and not simply as a supplemental expense.
(2)The Center may conduct, directly or through grants,
contracts, or cooperative agreements, original research as necessary to fill
important gaps in research necessary to address the areas described in
paragraph (1) with a focus on the policies, budgeting, technology
infrastructure, conditions, practices, teacher training, school leadership, and
other implementation factors important to improving the effectiveness of
technology in elementary and secondary education.
(3)The
Center shall consult with appropriate stakeholders, including at least the
stakeholders described in subsection (b)(5), in determining priorities for the
activities described in paragraph (1), in gathering information pursuant to
paragraph (1), and in determining the need for original research pursuant to
paragraph (2). The Center shall establish 1 or more informal advisory groups to
provide the consultation.
(4)The
Center shall disseminate widely the information identified and compiled
pursuant to paragraph (1) to teachers and other educators, local, regional,
State, and Federal education leaders, public and elected officials, the network
of federally funded educational resource centers and labs, businesses that
develop educational technologies, colleges of teacher education and teacher
accrediting agencies, researchers who study educational technologies, other
interested stakeholders, and related educator, education leader, and business
organizations, including through—
(A)development and
ongoing update of a database accessed through the Internet;
(B)development,
distribution, and delivery of reports, tools, best practices, conference
presentations, and other publications; and
(C)partnerships with
organizations representing stakeholders, including educators, education
leaders, and technology providers.
(d)
(1)Grants,
contracts, and cooperative agreementsAs appropriate, the Center
shall award grants to, or enter into contracts or cooperative agreements with,
individuals, public or private institutions, agencies, organizations, or
consortia of such institutions, agencies, or organizations to carry out the
activities of the Center, including awarding a grant or entering into a
contract or cooperative agreement to disseminate the Center's findings pursuant
to subsection (c)(4).
(2)The
Center shall submit an annual report on March 1 to the Committee on Health,
Education, Labor, and Pensions of the Senate and the Committee on Education and
Labor of the House of Representatives that provides a summary synthesis of
promising and exemplary practices and programs, and related research, that
effectively use educational technologies to improve teaching and learning as
described in subsection (c)(1), including the conditions and practices that
support the effective use of technology in education, in order to inform
Federal education policymaking and
oversight.
.