1.This Act may be cited as the
Achieving Change in Education
Act
or the ACE
Act
.
2.The purposes of this Act are to—
(1)significantly
improve outcomes for students in persistently low-performing schools by—
(A)building the
capacity of State educational agencies and local educational agencies to
improve student academic achievement in low-performing and persistently
low-performing schools;
(B)supporting States
and local educational agencies in implementing school intervention models;
and
(C)targeting State
and local supports and strategies on the persistently lowest-performing schools
in each State; and
(2)create a culture
of recognizing, rewarding, and replicating educational excellence in every
State by—
(A)providing
financial and other incentives and rewards to schools that are identified as
reward schools; and
(B)supporting State
educational agency efforts to identify, collect, and disseminate effective
practices for increasing student academic achievement used by reward
schools.
<enum>I</enum><header>Additional
accountability provisions</header>
<section commented="no" display-inline="no-display-inline" id="H4B5BD0CE9E334672B3CEAAA1FF9C512E"><enum>101.</enum><header>Additional
accountability provisions</header>
<subsection commented="no" display-inline="no-display-inline" id="H0FB4E21AECA44121AF3ADCC263442171"><enum>(a)</enum><header>In
general</header><text display-inline="yes-display-inline">The Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) is amended by
inserting after section 1116 the following:</text>
<quoted-block display-inline="no-display-inline" id="H5245BC4CD12F47BAB22F356342EA60C6" style="OLC">
<section id="H4EE99BFB4C31480184B8FDC2F2AC0005"><enum>1116A.</enum><header>Reward
schools and persistently low-performing schools</header>
<subsection id="HBB71DD3A61FE47658FD1FDC7A584E4D6"><enum>(a)</enum><header>In
general</header><text>Notwithstanding section 1116 or any other provision of
this part, each State educational agency that receives funds under this part
shall identify reward schools and persistently low-performing schools in the
State and take the actions described with respect to those schools, in
accordance with this section.</text>
</subsection><subsection id="HF54CEF2948F1415F9F510351CC687626"><enum>(b)</enum><header>Identification
of reward schools</header>
<paragraph id="HAACA6120DFA2488EACAC85F20120DE2F"><enum>(1)</enum><header>In
general</header><text>Each State educational agency that receives funds under
this part shall annually identify as reward schools public elementary schools
or secondary schools served by the State that are making significant progress,
as determined by the State educational agency, in closing the achievement gap
and increasing student academic achievement, student growth, and, at the high
school level, graduation rates, for students in the aggregate and for all
subgroups of students identified under section 1111(b)(2)(C)(v)(II).</text>
</paragraph><paragraph id="H82B9FD5075D14D0693AD996B61685053"><enum>(2)</enum><header>reward
schools</header><text>Each school that is identified as a reward school under
paragraph (1)—</text>
<subparagraph id="H929DD4D1C5844CBD8C3217F317D749DA"><enum>(A)</enum><text>is eligible for
recognition and rewards under subsection (e); and</text>
</subparagraph><subparagraph commented="no" id="H471094EEEA9443458F7AFD69D7ECE42C"><enum>(B)</enum><text>may use funds
provided under this part, except for those funds related to serving special
populations under parts C and D of this title, title III, and title VII, in a
comprehensive and coordinated manner, to design innovative programs consistent
with the requirements of title IX.</text>
</subparagraph></paragraph></subsection><subsection id="H7589CB28DA14487B869FC76688F2C8BA"><enum>(c)</enum><header>Identification
of persistently low-Performing schools</header>
<paragraph id="H5F899C3B0DE148098E92D8E49034BA72"><enum>(1)</enum><header>In
general</header><text display-inline="yes-display-inline">Each State
educational agency that receives funds under this part shall identify as a
persistently low-performing school, a public elementary school or secondary
school that, based on the percentage of students scoring at or above the
proficient level of academic achievement in each of the subjects included in a
State’s accountability system under section 1111(b)(2) is not making progress
and—</text>
<subparagraph id="H7C87DDE402FE49DBA128C89A473A25BA"><enum>(A)</enum><text>in the case of a
school that is an elementary school, is in the bottom 5 percent of the State’s
public elementary schools, as ranked in accordance with paragraph (2);</text>
</subparagraph><subparagraph id="HAE7C94C152BB4ABA95CCB45B342660C9"><enum>(B)</enum><text>in the case of a
school that is a secondary school and does not award high school diplomas, is
in the bottom 5 percent of the State’s public secondary schools that do not
award a high school diploma, as ranked in accordance with paragraph (2);
or</text>
</subparagraph><subparagraph id="H403C3D1E29B74B0BAB719AC7F2CC619D"><enum>(C)</enum><text>in the case of a
secondary school that does award high school diplomas, is in the bottom 5
percent of the State’s public secondary schools that award high school
diplomas, as ranked in accordance with paragraph (3), or has a graduation rate
below 60 percent, or both.</text>
</subparagraph></paragraph><paragraph commented="no" id="H919D358352FE4E3E80EBE01E6BD0936A"><enum>(2)</enum><header>Schools that do
not award high school diplomas</header><text display-inline="yes-display-inline">To determine if a school that does not
award a high school diploma is a persistently low-performing school, the State
educational agency shall, not less frequently than once every 3 years, rank all
such public elementary schools and secondary schools served by the State on the
basis of the combined or averaged percentages across subjects of students who
score at least at the proficient level of academic achievement on the
assessments that were most recently administered and included in the State
accountability system required under section 1111(b)(2).</text>
</paragraph><paragraph commented="no" id="HBB9C928711E54FA9B63665F8874C249A"><enum>(3)</enum><header>Schools that
award high school diplomas</header><text>To determine if a school that awards a
high school diploma is a persistently low-performing school, the State
educational agency shall, not less frequently than once every 3 years, rank all
such schools on the basis of—</text>
<subparagraph commented="no" id="H19CB4091C1E14C71846B3FA012829EE4"><enum>(A)</enum><text>the combined or
averaged percentages across subjects of students who score at least at the
proficient level of achievement on the reading or language arts and mathematics
assessments required by section 1111(b)(3) that were most recently
administered; and</text>
</subparagraph><subparagraph commented="no" id="H819DCF2E75F148E5831AA9A301FEAB6B"><enum>(B)</enum><text display-inline="yes-display-inline">a graduation rate approved by the
Secretary, with such rate given weight equal in determining the ranking to the
weight of the factor described in subparagraph (A).</text>
</subparagraph></paragraph><paragraph id="H0969F113A66D4EEB850453882BC754A3"><enum>(4)</enum><header>Schools making
progress</header><text>The State educational agency shall not identify as a
persistently low-performing school a school that is making significant progress
as defined by the State, subject to any limitations specified by the Secretary
in regulations.</text>
</paragraph><paragraph id="H104C5FC47D1847E3BC62BCA4527AA9CF"><enum>(5)</enum><header>No
identification of certain schools</header><text>The State may choose not to
identify those schools in which the total number of students assessed is below
the minimum group size used by the State to ensure the validity and reliability
of State academic assessments described in section 1111(b)(3) or to protect the
privacy of individual students.</text>
</paragraph><paragraph id="H557BDC6DBFA7414085603BED8EC8284E"><enum>(6)</enum><header>School
intervention models</header><text display-inline="yes-display-inline">Each
local educational agency that serves a school identified as a persistently
low-performing school under this subsection shall select and implement 1 of the
6 school intervention models described in section 205 of the Achieving Change
in Education Act in such school, and provide for family and community
engagement in the choice and implementation of the model selected in each
case.</text>
</paragraph></subsection><subsection id="H8232EB6F86234CB99C7405386E414404"><enum>(d)</enum><header>Notification</header><text>Each
State educational agency that receives funds under this part shall ensure that
each local educational agency annually notifies the staff, parents and students
of each persistently low-performing school served by the local educational
agency of this designation.</text>
</subsection><subsection id="H7C9EC6D6D37D46D5804C03A5D7FF3C9F"><enum>(e)</enum><header>Funds for Reward
schools</header>
<paragraph id="H9E4CEBA0E46D4F7C8F0D9C2B5E715643"><enum>(1)</enum><header>Allotments;
Allocation to States</header>
<subparagraph id="H3AEF3C1B15594D6A9C49A3F216F7B581"><enum>(A)</enum><header>In
general</header>
<clause id="HD34868B25E594612A552A558792A7334"><enum>(i)</enum><header>Allotment</header><text>In
accordance with clause (ii), the Secretary shall allot among each of the 50
States, the District of Columbia, the Commonwealth of Puerto Rico, and the
Secretary of the Interior for programs under this subsection in schools
operated or funded by the Bureau of Indian Affairs, the total amount made
available to carry out this subsection under paragraph (5) for any fiscal year,
to carry out activities under this subsection.</text>
</clause><clause id="H2FD60E4DA9444CE18E2244665CA4AA20"><enum>(ii)</enum><header>Determination
of allotments</header><text>The Secretary shall use the amount made available
under clause (i) for a fiscal year to award a grant to each entity described in
clause (i) in an amount that bears the same relation to such amount made
available under clause (i) as the amount the entity received under this part
for the preceding fiscal year bears to the amount received by all the entities
described in clause (i) under this part for the preceding fiscal year.</text>
</clause></subparagraph><subparagraph commented="no" display-inline="no-display-inline" id="H6336063851924948814C7C36E40779B3"><enum>(B)</enum><header>Reallotment</header><text>If
an entity described in subparagraph (A)(i) does not receive funds under this
subsection, the Secretary shall reallot those funds to other entities described
in subparagraph (A)(i) in the same proportion in which funds are allotted under
subparagraph (A).</text>
</subparagraph></paragraph><paragraph id="H2D5829911058410DB0FD39B352366CDC"><enum>(2)</enum><header>State
application</header><text display-inline="yes-display-inline">Each State
educational agency desiring to receive a grant under this subsection shall
submit an application to the Secretary at such time, in such manner, and
containing such information as the Secretary may require. At a minimum, each
application shall include—</text>
<subparagraph id="HE1BFC2F4866F4E1B8C40C05462ACF336"><enum>(A)</enum><text>a description of
how the State educational agency will distribute funds under this program, by
formula or through a competitive process, to local educational agencies serving
reward schools identified under subsection (b);</text>
</subparagraph><subparagraph id="H8E931927E7AE40D48F1FBC5EDA25B090"><enum>(B)</enum><text>a description of
how the State educational agency will take into account poverty rates within
local educational agencies and schools proposed to be served when distributing
funds under this program;</text>
</subparagraph><subparagraph id="HC3E35CBD38DB4A489286A4D618491069"><enum>(C)</enum><text>an assurance that
the State educational agency will provide significant rewards and incentives
under this subsection that are large enough to motivate changes in behavior by
schools throughout the State;</text>
</subparagraph><subparagraph id="H60239D9B90EE45C2B3FA81557D5040BD"><enum>(D)</enum><text>a description of
how the State educational agency will identify, collect, and disseminate
information on effective practices for increasing student achievement that are
used by the reward schools and how the State will create communities of
practice among reward schools, in order to share best practices and replicate
successful strategies to assist lower-performing schools and local educational
agencies; and</text>
</subparagraph><subparagraph id="H2FA10FA9E38C43F8B566D335D1CA454C"><enum>(E)</enum><text>a description of
how the State will create mentoring partnerships between reward schools and
other schools, including persistently low-performing schools, and local
educational agencies in the State.</text>
</subparagraph></paragraph><paragraph id="H8BEAA30ACF9343FE803A5364EB31B59E"><enum>(3)</enum><header>State use of
funds</header>
<subparagraph id="HB46E092A4C1444FCB3A1EA4B5051681E"><enum>(A)</enum><header>State
reservation</header><text>A State educational agency that receives a grant
under paragraph (1) shall use not less than 90 percent of the grant funds to
make subgrants in accordance to paragraph (4) to local educational agencies
serving reward schools to carry out the activities described in paragraph
(4).</text>
</subparagraph><subparagraph id="HD1483F9A65824E158970EF245B157727"><enum>(B)</enum><header>State
activities</header><text>A State educational agency that receives a grant under
paragraph (1) shall use any portion of its grant funds that it does not use
under subparagraph (A) to carry out the following activities:</text>
<clause id="HF76B210AF6A840748092476BE5C257EB"><enum>(i)</enum><text>Identifying,
collecting, and disseminating information on effective practices that are used
by reward schools to increase student achievement.</text>
</clause><clause id="HB2C932BC44224DC3900D7D72E48640E5"><enum>(ii)</enum><text display-inline="yes-display-inline">Supporting mentoring partnerships between
reward schools and other schools, and local educational agencies, which may
include persistently low-performing schools.</text>
</clause><clause id="H8C007946FFE64B379745DA65545526A5"><enum>(iii)</enum><text>Creating
communities of practice among reward schools.</text>
</clause><clause id="HBC4EE544363F4B55ABE2DA62D2F59445"><enum>(iv)</enum><text>Administration of
this subsection.</text>
</clause></subparagraph></paragraph><paragraph id="H2D1C3F918D3C4DD49488E55E3C147A71"><enum>(4)</enum><header>Subgrants to
local educational agencies</header>
<subparagraph id="HDF00FF46D9C4431BA26343580A085CE5"><enum>(A)</enum><header>In
general</header><text display-inline="yes-display-inline">A State educational
agency shall make 1-year subgrants to local educational agencies serving reward
schools.</text>
</subparagraph><subparagraph id="HAFBAA4229DF44BE9BBDA9485EB3D5698"><enum>(B)</enum><header>Activities</header><text display-inline="yes-display-inline">A local educational agency that receives a
subgrant under this subsection shall use the funds—</text>
<clause id="HA0EDB55A54EC4B5DA17B9E11EC84BDF0"><enum>(i)</enum><text>to
provide tangible rewards for principals, teachers, and other staff in reward
schools;</text>
</clause><clause id="HE7C747B200D344368943BE614F7A3CFD"><enum>(ii)</enum><text>to provide
financial rewards to reward schools, which may be used at the school’s
discretion, including for financial rewards or to improve or enrich the
school’s or local educational agency’s program; and</text>
</clause><clause id="H2055194D0A2B452D89DB7937C6555082"><enum>(iii)</enum><text>to provide
reward schools with increased flexibility in making budgeting and staffing
decisions, by—</text>
<subclause id="H1E70879EB1254B1AA89175CB4BC048D3"><enum>(I)</enum><text>providing reward
schools with priority in receiving Federal or State funds;</text>
</subclause><subclause id="H0C4D9A26D4614AF4BB01497CBCD16602"><enum>(II)</enum><text>reducing
reporting requirements of reward schools; or</text>
</subclause><subclause id="H1DDC773E5B4E459097E73C2BC8D5C8F1"><enum>(III)</enum><text>taking other
actions to provide reward schools with greater autonomy.</text>
</subclause></clause></subparagraph></paragraph><paragraph id="HED8A50BDD92146D2A394CF324A7F59EE"><enum>(5)</enum><header>Authorization of
appropriations</header><text display-inline="yes-display-inline">There are
authorized to be appropriated to carry out this subsection $300,000,000 for
fiscal year 2013 and such sums as may be necessary for each of the 5 succeeding
fiscal
years.</text>
</paragraph></subsection></section><after-quoted-block>.</after-quoted-block></quoted-block>
</subsection><subsection commented="no" display-inline="no-display-inline" id="H021C33F7FF234E3BA97A48E358F75F78"><enum>(b)</enum><header>Table of
contents</header><text>The table of contents in section 2 of the Elementary and
Secondary Education Act of 1965 is amended by inserting after the item relating
to section 1116 the following:</text>
<quoted-block display-inline="no-display-inline" id="HA1FF0375EAFC4607A6C66B18996E5E1D" style="OLC">
<toc>
<toc-entry idref="H4EE99BFB4C31480184B8FDC2F2AC0005" level="section">Sec. 1116A. Reward schools and persistently low-performing
schools.</toc-entry>
</toc>
<after-quoted-block>.</after-quoted-block></quoted-block>
</subsection></section><enum>II</enum><header>School turnaround
grants</header>
<section id="HF4882275BD1940A7ACAB255639B6AEB6"><enum>201.</enum><header>Reservation and
allotments</header>
<subsection id="H729A340752AE4919B3B29494944E85DE"><enum>(a)</enum><header>Reservation for
activities of national significance</header><text>From the amount appropriated
under
<internal-xref idref="H8BDE89981E0C40CD8B24B00D4AFBAC9C" legis-path="207.">section 207</internal-xref> for a fiscal year, the Secretary
may reserve not more than 10 percent to carry out activities of national
significance, such as—</text>
<paragraph id="H6C879A3A6699409CA5C4C1C963407DFF"><enum>(1)</enum><text>building State and
local educational agency turnaround capacity, including—</text>
<subparagraph id="H6F0ACCE90D7F49158A38009D7E29A01F"><enum>(A)</enum><text>through technical
assistance and support;</text>
</subparagraph><subparagraph id="HD8709F1F1C4148D9853720856892F256"><enum>(B)</enum><text>identification and
dissemination of best practices; and</text>
</subparagraph><subparagraph id="HF8B05577EF894240961C9763F8CA5FAC"><enum>(C)</enum><text>facilitating the
creation and operation of communities of practice;</text>
</subparagraph></paragraph><paragraph id="H4DFA180D96D643A69B538B4E723942D3"><enum>(2)</enum><text>supporting the use
of school quality review teams by making grants to State educational agencies,
consortia of such agencies, or partnerships of State educational agencies or
State consortia and public or private nonprofit organizations to develop and
implement school quality review teams that review and provide support and
technical assistance to local educational agencies and schools;</text>
</paragraph><paragraph id="H0BCBC59E833F45F99A6913A325B2FB70"><enum>(3)</enum><text display-inline="yes-display-inline">identifying and disseminating practices
that are effective in rural areas such as rural turnaround practices, making
available targeted technical assistance in rural areas, and expanding the
availability and capacity of turnaround partners that operate in rural
areas;</text>
</paragraph><paragraph id="H3330F840DC4F45859F90E8F800C56F57"><enum>(4)</enum><text>identifying
schools that are effectively implementing school intervention models and other
effective strategies to improve schools, and making information on those
schools available to State educational agencies, local educational agencies,
and schools in a manner that facilitates replication of effective practices;
and</text>
</paragraph><paragraph id="H4F81A72E6BD74706AE895B39B156331A"><enum>(5)</enum><text>other activities
designed to support State and local efforts to turn around persistently
low-performing schools.</text>
</paragraph></subsection><subsection id="HFEFFBCF81C0D439288102953641C09FB"><enum>(b)</enum><header>Allotment to
States</header>
<paragraph id="H8E9DFC4316AF4ED0A8F950A15E8EDD5F"><enum>(1)</enum><header>In
general</header>
<subparagraph id="HBCF021E3721E4C54BCB64C02AD7CCCC8"><enum>(A)</enum><header>Allotment</header><text>In
accordance with
<internal-xref idref="H08C948CE4CCF4A7BA2C3AFDC0ECD7D8C" legis-path="201.(b)(1)(B)">subparagraph (B)</internal-xref>, the Secretary
shall allot among each of the 50 States, the District of Columbia, the
Commonwealth of Puerto Rico, the outlying areas, and the Secretary of the
Interior for programs under this title in schools operated or funded by the
Bureau of Indian Affairs, the amount made available to carry out this title
under section 207 for a fiscal year and not reserved under subsection (a), to
carry out activities under this title.</text>
</subparagraph><subparagraph id="H08C948CE4CCF4A7BA2C3AFDC0ECD7D8C"><enum>(B)</enum><header>Determination of
allotments</header><text>The Secretary shall use the amount made available
under subparagraph (A) for a fiscal year to award a grant to each entity
described in subparagraph (A) in an amount that bears the same relation to such
amount made available under subparagraph (A) as the amount the entity received
under part A of title I of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6311 et seq.) for the preceding fiscal year bears to the amount
received by all the entities described in subparagraph (A) under such part for
the preceding fiscal year.</text>
</subparagraph></paragraph><paragraph id="H6AEE5DC07EB84FD59C47A5656C04BA03"><enum>(2)</enum><header>Reallotment</header><text>If
an entity described in paragraph (1)(A) does not receive funds under this
title, the Secretary shall reallot those funds to other entities described in
paragraph (1)(A) in the same proportion in which funds are allotted under
paragraph (1).</text>
</paragraph></subsection></section><section id="H1DC96178110741D99C059CCDF43BB200"><enum>202.</enum><header>Application</header><text display-inline="no-display-inline">For a State to be eligible to receive a
grant under
<internal-xref idref="HFEFFBCF81C0D439288102953641C09FB" legis-path="201.(b)">section 201(b)</internal-xref>, the State educational
agency shall submit an application to the Secretary at such time, in such
manner, and containing such information as the Secretary may reasonably
require. At a minimum, each application shall include—</text>
<paragraph id="HF6072B86EF9C4946BD66048496AE8318"><enum>(1)</enum><text>a
copy of the application form and instructions that the State will use in making
competitive subgrants under this title;</text>
</paragraph><paragraph id="H3EBFE31C10C746C2B3640DEA114B16D1"><enum>(2)</enum><text>the criteria the
State educational agency will use to determine whether each eligible applicant
applying for a subgrant under
<internal-xref idref="H2371BAB8E7044FE2BD4BB1A0578AF9E8" legis-path="204.">section 204</internal-xref>—</text>
<subparagraph id="HAACA5FBB7EA449BB8E42EA33552090D4"><enum>(A)</enum><text>has analyzed the
needs of each school the eligible applicant seeks to serve and has selected an
appropriate intervention model;</text>
</subparagraph><subparagraph id="HCA6D11B6E9D74BACA0ECDAF75F22DA30"><enum>(B)</enum><text>has the capacity
to implement fully and effectively the selected school intervention model;
and</text>
</subparagraph><subparagraph id="H96BE7642CF1A40B7B87B6E7565AB5BC9"><enum>(C)</enum><text>has submitted a
budget that includes sufficient funds to implement fully and effectively the
selected school intervention model;</text>
</subparagraph></paragraph><paragraph id="H42160CFFAAEF499BB1A3E1FAF91D3839"><enum>(3)</enum><text>a
description of how the State educational agency will set priorities for
subgrants if the State educational agency does not have sufficient funds to
support all persistently low-performing schools that eligible applicants have
applied to serve;</text>
</paragraph><paragraph id="H0B657BD8E3C941B5AE72229F295011F7"><enum>(4)</enum><text>the criteria the
State educational agency will use to determine the quality of applications the
State educational agency receives;</text>
</paragraph><paragraph id="H1873413623284D74B04D6B23CE9BA6C8"><enum>(5)</enum><text>a
description of how the State educational agency will—</text>
<subparagraph id="H5D6148FFE2824ABAAC7EE038847B1983"><enum>(A)</enum><text>monitor each
subgrantee to ensure that the subgrantee is fully and effectively implementing
the selected school intervention model and is improving student achievement and
making progress on leading indicators; and</text>
</subparagraph><subparagraph id="HAA3CC7A852EE4CD394E6120E5B3DBBC7"><enum>(B)</enum><text>communicate, in a
timely fashion, to each subgrantee about the—</text>
<clause id="H9C174E8C235149F6A8B4AC1A42216AC4"><enum>(i)</enum><text>State’s
expectations for the subgrantee to make progress on leading indicators; and</text>
</clause><clause id="HFC08CFF2FA554E8580FB660A5F0BF7C5"><enum>(ii)</enum><text>consequences the
State may impose if the subgrantee fails to make such progress;</text>
</clause></subparagraph></paragraph><paragraph id="H79C9D744222045F0A9D4B7FBAECA037A"><enum>(6)</enum><text>a
description of how the State educational agency, in accordance with
<internal-xref idref="H1DBAE0173F5F4AD38CA215345F6EE8D1" legis-path="203.(b)(1)">section 203(b)(1)</internal-xref>, will use the funds
it reserves at the State level to provide technical assistance and other
support to subgrantees; and</text>
</paragraph><paragraph id="HC8BFB2DFD6C64D22A635AD8D6F4842EE"><enum>(7)</enum><text>a
description of how the State will—</text>
<subparagraph id="H03B93804A2174B62A843042E5810FCCE"><enum>(A)</enum><text>help develop
pipelines of teachers and leaders trained for turnaround schools;</text>
</subparagraph><subparagraph id="H96E94CC09E3943DEBF522BD7B8601054"><enum>(B)</enum><text>collect and report
data that informs the work of subgrantees;</text>
</subparagraph><subparagraph id="H54A9B617338C4196AD883E0E8233E7AE"><enum>(C)</enum><text>encourage the
clustering of turnaround schools; and</text>
</subparagraph><subparagraph id="HE517C08EA5324848BCF7189974FD6FDD"><enum>(D)</enum><text>build capacity in
the State educational agency for assisting turnaround schools.</text>
</subparagraph></paragraph></section><section id="HC9E34CB84D30418097AADDA2CFEFE5E5"><enum>203.</enum><header>State use of
funds</header>
<subsection id="H09EE62B6041A41858E8A68BF44BE47EC"><enum>(a)</enum><header>State
reservation</header>
<paragraph id="H2A2FBCC9D79F4A3BA0D129246FA6BBFA"><enum>(1)</enum><header>In
general</header><text>Except as provided in
<internal-xref idref="H33F8F0823E694A29842AF6C553473B4B" legis-path="203.(a)(2)">paragraph (2)</internal-xref>, a State that receives a
grant under
<internal-xref idref="HFEFFBCF81C0D439288102953641C09FB" legis-path="201.(b)">section 201(b)</internal-xref> shall use not less than 90
percent of the grant funds to make competitive subgrants to eligible applicants
under
<internal-xref idref="H2371BAB8E7044FE2BD4BB1A0578AF9E8" legis-path="204.">section 204</internal-xref> to carry out the purposes of this
title.</text>
</paragraph><paragraph id="H33F8F0823E694A29842AF6C553473B4B"><enum>(2)</enum><header>Exception for
school taken over by the state</header><text>Notwithstanding
<internal-xref idref="H2A2FBCC9D79F4A3BA0D129246FA6BBFA" legis-path="203.(a)(1)">paragraph (1)</internal-xref>, a State may, subject to
regulations of the Secretary, reserve from the amount to be used to make
subgrants under paragraph (1) such funds as are necessary to implement a school
intervention model, either directly or through a turnaround partner designated
by the State, in a school that has been taken over by the State.</text>
</paragraph></subsection><subsection id="H6D8301B52993412785EDA47C194AE044"><enum>(b)</enum><header>State
activities</header><text>A State that receives a grant under
<internal-xref idref="HFEFFBCF81C0D439288102953641C09FB" legis-path="201.(b)">section 201(b)</internal-xref> shall use any portion of
the grant funds that the State educational agency does not use to make
subgrants under
<internal-xref idref="H09EE62B6041A41858E8A68BF44BE47EC" legis-path="203.(a)">subsection (a)</internal-xref> to carry out activities
designed to build State capacity to support school improvement. These
activities may include—</text>
<paragraph id="H1DBAE0173F5F4AD38CA215345F6EE8D1"><enum>(1)</enum><text>providing
technical assistance and other support, either directly, or through the
creation of a school turnaround office, or through turnaround partners, to
eligible applicants, which may include the use of school quality review teams
or regular site visits to monitor the implementation of selected models;</text>
</paragraph><paragraph id="H417BBD004FE24971AE715E6124DB572A"><enum>(2)</enum><text>evaluating State
and local implementation of school intervention models and other improvement
activities, and using the results to improve State strategies for supporting
and providing flexibility for targeted schools;</text>
</paragraph><paragraph id="HBBC2E72766614E82B9638E668F3FFCA6"><enum>(3)</enum><text>providing
subgrants to turnaround partners to enable the turnaround partners to increase
their capacity to help turn around schools;</text>
</paragraph><paragraph id="HDFD3B769C7D54CED895AF5200FE8B04B"><enum>(4)</enum><text>developing
pipelines of teachers and leaders trained for turnaround schools;</text>
</paragraph><paragraph id="HFF8B13D5D90D405D878E3B655618D719"><enum>(5)</enum><text>collecting and
reporting data that informs the work of subgrantees;</text>
</paragraph><paragraph id="H582BC2BF8B554288806B1E5D7115C3A1"><enum>(6)</enum><text display-inline="yes-display-inline">supporting collaborations or coalitions of
turnaround schools; and</text>
</paragraph><paragraph id="H209605965EFA42F6B2C5BE5C0FB2F55C"><enum>(7)</enum><text>building capacity
in the State educational agency for assisting turnaround schools.</text>
</paragraph></subsection></section><section id="H2371BAB8E7044FE2BD4BB1A0578AF9E8"><enum>204.</enum><header>Subgrants to
eligible applicants</header>
<subsection id="HFEA54AA1FF484A199621D7E3048B9BAE"><enum>(a)</enum><header>Duration</header><text>A
State educational agency—</text>
<paragraph id="H500D0C2A835B42D291CDC5BAAEB12B58"><enum>(1)</enum><text>shall award
subgrants under this section for a period of not more than 3 years; and</text>
</paragraph><paragraph id="H11FD6460088F48969BACFA3EED373893"><enum>(2)</enum><text>may extend a
subgrant awarded under this section for an additional 2-year period if the
State educational agency determines that schools served by the eligible
applicant are making sufficient progress, as described in
<internal-xref idref="H07030C1D7655469892FE7812EBC33B58" legis-path="204.(f)">subsection (f)</internal-xref>.</text>
</paragraph></subsection><subsection id="H2376FFA8407545EC8624DCC054990E7D"><enum>(b)</enum><header>Application</header><text>In
order to receive a subgrant under this section, an eligible applicant shall
submit an application to the State educational agency at such time, in such
form, and including such information as the State educational agency may
reasonably require. Each application shall include, at a minimum—</text>
<paragraph id="H1506794FA3C546B784A5826F463C5B79"><enum>(1)</enum><text display-inline="yes-display-inline">a description of the process the applicant
has used for selecting an appropriate school intervention model for each school
to be served (which process shall include family and community input as to
which of the school intervention models is most likely to improve student
achievement), including information on the magnitude and intensity of the
challenges facing the school and its students and the capacity of the school to
improve student performance, and has considered such information in selecting
the model;</text>
</paragraph><paragraph id="H186A632D001F4455B82B7AF6113EC6DD"><enum>(2)</enum><text>the school
intervention model to be used in each school to be served and the timeline for
implementing the selected school intervention model in each school to be
served;</text>
</paragraph><paragraph id="HE106C78AC1F04C44A09CC57374387441"><enum>(3)</enum><text>a
detailed budget covering the grant period, including planned expenditures at
the school level and by the eligible applicant for activities supporting full
and effective implementation of the selected intervention model;</text>
</paragraph><paragraph id="HBAF82E5A53874C708E23EC6A6AAF493C"><enum>(4)</enum><text>a
description of how the eligible applicant will—</text>
<subparagraph id="H1558C7DF8CCE463D85C409517F05F323"><enum>(A)</enum><text>design and
implement interventions consistent with the requirements of the selected school
intervention model, including how the applicant will use appropriate leading
indicators and student achievement measures to monitor the effectiveness of
implementation;</text>
</subparagraph><subparagraph id="H0AEE34E104C140718470BC4BB85AF4FD"><enum>(B)</enum><text>use a rigorous
review process to recruit, screen, and select turnaround partners with which
the local educational agency will partner;</text>
</subparagraph><subparagraph id="HEC50B6CCEC9D4FBE84B3D55CEEAAC97B"><enum>(C)</enum><text>align other
Federal, State, and local resources with the interventions;</text>
</subparagraph><subparagraph id="HDAEFF78B680C40C8855C8E8F7E4716BF"><enum>(D)</enum><text>modify practices
and policies, if necessary, to provide site-based operational flexibility that
enables full and effective implementation of the selected school intervention
model;</text>
</subparagraph><subparagraph id="H923BB02A53F74C0189688BE4F438A55A"><enum>(E)</enum><text>collect and use
data on an ongoing basis to adjust implementation of the school intervention
model during implementation (while maintaining consistency with the
requirements of
<internal-xref idref="H7A19AF8FE8924E9FB04B01204A7AD1B6" legis-path="205.">section 205</internal-xref>) in order to achieve the desired
outcomes;</text>
</subparagraph><subparagraph id="H704E8155D64B4282B9455770802689C8"><enum>(F)</enum><text>ensure that the
implementation of the school intervention model addresses the needs of all
subgroups described in section 1111(b)(2)(C)(v)(II) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II)) in each school
to be served; and</text>
</subparagraph><subparagraph id="H5C7C0FE52E0D4021B27714D4F0061E87"><enum>(G)</enum><text>sustain successful
reforms and practices after the funding period ends;</text>
</subparagraph></paragraph><paragraph id="H321B4C192E454C47B1ED151AC6CB7A7B"><enum>(5)</enum><text>a
description of the technical assistance and other support that the eligible
applicant will provide to ensure effective implementation of intervention
models in eligible schools, which may include—</text>
<subparagraph id="H299F418C6E944EEFA1844B0BD2EDAB78"><enum>(A)</enum><text>assistance in data
analysis;</text>
</subparagraph><subparagraph id="H1FBBAC4E1A3A488185A010C74687F04E"><enum>(B)</enum><text>recruiting
staff;</text>
</subparagraph><subparagraph id="H9638B55377594F678C9960632F25CD3F"><enum>(C)</enum><text>teacher
evaluation;</text>
</subparagraph><subparagraph id="HBE9978C56B994C15AF9A97304DEB59A2"><enum>(D)</enum><text>professional
development;</text>
</subparagraph><subparagraph id="H925558877D494D00A372C162A1CD5672"><enum>(E)</enum><text>coordination of
services to address students’ social, emotional, and health needs;</text>
</subparagraph><subparagraph id="HE046C40A95D04A7FAA9ED1E779AE6600"><enum>(F)</enum><text>facilitating the
creation and operation of professional learning communities and communities of
practice; and</text>
</subparagraph><subparagraph id="HEA391238DCE34DF0822DEA37C8375F67"><enum>(G)</enum><text>progress
monitoring; and</text>
</subparagraph></paragraph><paragraph id="HB20EB690B0344B4DAE23FE4C52E55C95"><enum>(6)</enum><text>an assurance that
each school the applicant proposes to serve will receive all of the State and
local funds it would have received in the absence of these funds.</text>
</paragraph></subsection><subsection id="H2C7049C52BCF4C5286482D1992405DBF"><enum>(c)</enum><header>Authority</header><text display-inline="yes-display-inline">A State educational agency shall use not
less than 90 percent of a grant received under
<internal-xref idref="HFEFFBCF81C0D439288102953641C09FB" legis-path="201.(b)">section 201(b)</internal-xref> to make subgrants, on a
competitive basis, to eligible applicants.</text>
</subsection><subsection id="HD77F482C52D04E1290BDC3334DE7DBC9"><enum>(d)</enum><header>Criteria</header><text>Subgrants
awarded under this section shall be of sufficient size to enable subgrantees to
implement the selected intervention model fully and effectively.</text>
</subsection><subsection id="H9EF65BA3769C41A9946F4A35D1F23425"><enum>(e)</enum><header>Priority</header><text>In
making subgrants under this section, a State educational agency shall give
priority to an eligible applicant if the applicant—</text>
<paragraph id="H3DF63B20683A453898D3174E3884CB06"><enum>(1)</enum><text>demonstrates that
it has a sufficient pool of effective educators within or outside the local
educational agency to staff low-performing schools and a comprehensive plan to
recruit retain, reward, and improve staff using comprehensive evaluation
systems;</text>
</paragraph><paragraph id="HF696C901D5914BD780944D00274783F0"><enum>(2)</enum><text>demonstrates the
support of school management, teachers, community partners, and public
stakeholders to implement strategies described in
<internal-xref idref="H7A19AF8FE8924E9FB04B01204A7AD1B6" legis-path="205.">section 205</internal-xref>;</text>
</paragraph><paragraph id="H23F6CACE64874D3090980FB831A3D839"><enum>(3)</enum><text>demonstrates
school leaders have sufficient flexibility in making budgeting, staffing, and
program decisions; and</text>
</paragraph><paragraph id="HC8DEBA648AF3478BACFA718CE3CB8B26"><enum>(4)</enum><text>demonstrates the
ability to collect, report, and use data to inform decisionmaking and to target
resources at the school level.</text>
</paragraph></subsection><subsection id="H07030C1D7655469892FE7812EBC33B58"><enum>(f)</enum><header>Accountability</header>
<paragraph id="H13185E2A556348078611BD3AFCB7D3DC"><enum>(1)</enum><header>In
general</header><text>Each eligible applicant that receives a subgrant under
this section shall demonstrate sufficient progress annually, as defined by the
State, on the core academic indicators and leading indicators described in
<internal-xref idref="H9702C1C9D13B4E06A477AD6437B0D420" legis-path="204.(f)">subsection (g)</internal-xref>.</text>
</paragraph><paragraph id="HA77A3B11E5A7417BB47029AEA0E5DEC0"><enum>(2)</enum><header>Additional
two-year grant period for sufficient progress</header>
<subparagraph id="HA3CAD17FE4F6461BB7E694F063193311"><enum>(A)</enum><header>In
general</header><text>Subject to subparagraph (B), an eligible applicant that
makes sufficient progress on core indicators described in subsection (g) and
leading indicators described in subsection (g) shall be eligible for an
extension of the applicant’s subgrant for an additional 2-year period.</text>
</subparagraph><subparagraph id="HF22ACDAC9D664E738DE8D9F78B7BD036"><enum>(B)</enum><header>Determination of
eligibility</header><text>In determining whether an eligible applicant is
eligible for an extension under subparagraph (A), the Secretary shall give less
weight to the progress made by the applicant on leading indicators described in
subsection (g) than on the progress made by the applicant on core indicators
described in subsection (g).</text>
</subparagraph></paragraph><paragraph id="H8772BC796B3F490AA58F578EC82A06A2"><enum>(3)</enum><header>Insufficient
progress</header><text>An eligible applicant that does not make sufficient
progress, as described under paragraph (1) and determined by the State
educational agency, shall be required to—</text>
<subparagraph id="HF65276D4D10F4D63899714D2F16882C8"><enum>(A)</enum><text>modify their
existing school intervention model;</text>
</subparagraph><subparagraph id="H124FF5B1934A488FA9F6405EEFBD4F13"><enum>(B)</enum><text>restart the school
using the restart model described in
<internal-xref idref="H50BFAD04789F43AC997379447E39D575" legis-path="205.(a)(2)">section 205(a)(2)</internal-xref>; or</text>
</subparagraph><subparagraph id="HEC8F5EF86CA040139135EF33E723E3A7"><enum>(C)</enum><text>close the school
using the school closure model described in
<internal-xref idref="H2F74A086680B429E9DC3462FD1B58A6D" legis-path="205.(a)(3)">section 205(a)(3)</internal-xref>.</text>
</subparagraph></paragraph></subsection><subsection commented="no" id="H9702C1C9D13B4E06A477AD6437B0D420"><enum>(g)</enum><header>Reporting</header><text>Each
eligible applicant that receives a subgrant under this section shall—</text>
<paragraph id="H3F0C7F68D38A40679ACCFF7EDA5A3156"><enum>(1)</enum><text>comply with the
reporting and accountability requirements of part A of title I of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.) for
each of the schools the eligible applicant serves with subgrant funds;
and</text>
</paragraph><paragraph id="HF142F19CCBA94B598278431BE4F835D6"><enum>(2)</enum><text>monitor and report
data, on an annual basis, to the State educational agency involved, that
includes, with respect to students served by the applicant with grant funds
received under this section—</text>
<subparagraph id="H6AF9182A366445AB9BD3ABB61A43AC62"><enum>(A)</enum><text>core academic
indicators, such as—</text>
<clause id="HFBFD8CA809B34CDC960307A6C7D42009"><enum>(i)</enum><text>percentage of
students at or above each proficiency level on State assessments in reading or
language arts and mathematics;</text>
</clause><clause id="HE80C835D19254C9C99BFF14C77C34BBE"><enum>(ii)</enum><text display-inline="yes-display-inline">student progress toward core academic
benchmarks, including academic longitudinal growth, as determined under the
State’s accountability system;</text>
</clause><clause id="H629D3FA9F06C46FB814E5E0FB967E6DA"><enum>(iii)</enum><text>average scale
scores on State assessments in reading or language arts and in
mathematics;</text>
</clause><clause id="HADFAF545D014467C8D68C31F69AD609D"><enum>(iv)</enum><text>percentage of
English language learner students who attain English language proficiency on
the State’s summative language assessments;</text>
</clause><clause id="H196BDB0D6E1041D1A23170B49E65B83E"><enum>(v)</enum><text>graduation rates;</text>
</clause><clause id="HC5A0783E706A4E778A8966CC0D889D3F"><enum>(vi)</enum><text>college
enrollment rates, including data for all students and for all subgroups of
students identified under section 1111(b)(2)(C)(v)(II) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II));</text>
</clause><clause id="H65BAC452D70E40ABB35896C350C02E06"><enum>(vii)</enum><text>dropout rates;
and</text>
</clause><clause id="HE17763003F034BA3BCE48C48E843FB1B"><enum>(viii)</enum><text>reduction in
the percentage of students in the bottom level of achievement on State
assessments in reading or language arts and mathematics, including data for all
students and all subgroups of students identified under such section
1111(b)(2)(C)(v)(II); and</text>
</clause></subparagraph><subparagraph id="H53C9330FAE804E95B2084348808738E6"><enum>(B)</enum><text>leading indicators
such as—</text>
<clause id="HF650AEED23F0476D93261190BA51324B"><enum>(i)</enum><text>student attendance
rates;</text>
</clause><clause id="HC80C161C31E1413EA5C0D17F1AC1E0C3"><enum>(ii)</enum><text>number and
percentage of students completing advanced coursework;</text>
</clause><clause id="H9154A14BCCFA42FE8FF22B68CAE2544C"><enum>(iii)</enum><text>student
participation rates on State assessments in reading or language arts and
mathematics;</text>
</clause><clause id="HFFAA8B64E5674539A9E6FD66A32A9222"><enum>(iv)</enum><text>discipline
incident rates;</text>
</clause><clause id="H5A4174EF23334E73BFB3EB30238CEA5A"><enum>(v)</enum><text>teacher attendance
rates; and</text>
</clause><clause id="HB9ADBC232BB44F74B6EA1D5CBACF1091"><enum>(vi)</enum><text>distribution of
teachers by performance level on the applicant's teacher evaluation system;
and</text>
</clause></subparagraph></paragraph></subsection><subsection id="HEFABE0076E77419285CFA6E4534C500D"><enum>(h)</enum><header>Local
activities</header><text>An eligible applicant that receives a subgrant under
this section—</text>
<paragraph id="H154FD7240F964A408B334258F27ABC1A"><enum>(1)</enum><text>shall use the
subgrant funds to—</text>
<subparagraph id="HC9E48344581846FBB776DB1AAAD7CAB8"><enum>(A)</enum><text>implement 1 or
more of the school intervention models described in
<internal-xref idref="H7A19AF8FE8924E9FB04B01204A7AD1B6" legis-path="205.">section 205</internal-xref> in persistently low-performing
schools; and</text>
</subparagraph><subparagraph id="HA79D3956EFC64507B17CCB9E769BE330"><enum>(B)</enum><text>identify and
address issues that may contribute to low academic achievement in such schools;
and</text>
</subparagraph></paragraph><paragraph id="H8F6AB1E6D89E4ABA988FA8DF0AB2D5AF"><enum>(2)</enum><text>may use such funds
to—</text>
<subparagraph id="H8899B654EF874F1FAC125049AB890BC9"><enum>(A)</enum><text>provide
comprehensive services to address the issues identified pursuant to
<internal-xref idref="HA79D3956EFC64507B17CCB9E769BE330" legis-path="204.(e)(1)(B)">paragraph (1)(B)</internal-xref> and meet the full
range of student needs; and</text>
</subparagraph><subparagraph id="H972A2F0903F5426EB63D65FE249A2581"><enum>(B)</enum><text display-inline="yes-display-inline">carry out local educational agency-level
activities that directly support the implementation of the school intervention
model selected for implementation, such as—</text>
<clause id="HD1F373DA149146B7BB66D58313598633"><enum>(i)</enum><text>carrying out
pre-implementation activities at the school or local educational agency level
during the school year prior to the school year in which the local educational
agency will fully implement the school intervention model;</text>
</clause><clause id="HC21403B488EB4C3CA99610EDDAC30945"><enum>(ii)</enum><text>recruiting
effective teachers and principals for the schools at which the local
educational agency will fully implement the school intervention model;</text>
</clause><clause id="H516A11CDAF4E44B8A1159F59B135833D"><enum>(iii)</enum><text>implementing a
rigorous process to evaluate the quality of charter management organizations or
education management organizations applying to operate restart schools as
described in
<internal-xref idref="H7A19AF8FE8924E9FB04B01204A7AD1B6" legis-path="205.">section 205</internal-xref>; or</text>
</clause><clause id="H9BDAF1273DBD4E2EBE3C7C4A150303AE"><enum>(iv)</enum><text>developing
rigorous, transparent, and equitable teacher and principal evaluation
systems.</text>
</clause></subparagraph></paragraph></subsection></section><section commented="no" id="H7A19AF8FE8924E9FB04B01204A7AD1B6"><enum>205.</enum><header>School
intervention models</header>
<subsection commented="no" id="H2734524A30834E9F88E682DE1C780450"><enum>(a)</enum><header>In
general</header><text>Each eligible applicant that receives a subgrant under
<internal-xref idref="H2371BAB8E7044FE2BD4BB1A0578AF9E8" legis-path="204.">section 204 </internal-xref>shall select and implement any 1
of the following 6 school intervention models:</text>
<paragraph id="H60832C75DD8143C1B6DCCDF8FBF31F44"><enum>(1)</enum><header>Transformation
model</header><text>A transformation model is 1 in which the local educational
agency—</text>
<subparagraph id="HB7AC55E11B9D4F42ABE77039851877BC"><enum>(A)</enum><text display-inline="yes-display-inline">if the principal has led the school for 2
or more years, replaces the principal with a new principal who has demonstrated
effectiveness as an educator and leader;</text>
</subparagraph><subparagraph id="H4FA5D8D14FCC45F4B3C8AE1AADC1BD68"><enum>(B)</enum><text>uses rigorous,
transparent, and equitable evaluation systems to—</text>
<clause id="HC81E16CE9B1E4667918FC5E78728AD44"><enum>(i)</enum><text>identify and
reward school leaders, teachers, and other staff who, in implementing the
model, increase student achievement and, if applicable, high school graduation
rates; and</text>
</clause><clause id="HABB5E07FFDFA458D991041F060F7CBA2"><enum>(ii)</enum><text>identify and
remove school leaders, teachers, and other staff who, after ample opportunities
have been provided for such individuals to improve their professional
practice—</text>
<subclause id="H416EFCF915D847CCAEA9535384EB2245"><enum>(I)</enum><text>do not increase
student achievement;</text>
</subclause><subclause id="HD226005528B14DFFAF66B965B9F9686E"><enum>(II)</enum><text>if applicable, do
not increase high school graduation rates; and</text>
</subclause><subclause id="H8897765B92DB4AC88106BB042D156128"><enum>(III)</enum><text>have not
demonstrated effectiveness according to the local educational agency's
evaluation system;</text>
</subclause></clause></subparagraph><subparagraph id="H26BA11532D08416BBD6E390C1A36609A"><enum>(C)</enum><text>provides staff
with ongoing, high-quality, job-embedded professional development that is
aligned with the school’s instructional program and evaluation system and
facilitates effective teaching and learning, and supports the implementation of
school-reform strategies;</text>
</subparagraph><subparagraph id="H2C14C29A2A7C4137A194637DAABBF7F5"><enum>(D)</enum><text>implements
strategies, such as financial incentives, increased opportunities for promotion
and career growth, and more flexible work conditions that are designed to
recruit, place, and retain staff with the skills necessary to meet the needs of
the students in the school;</text>
</subparagraph><subparagraph id="H6401AAB967564830A7917C166BCD06D2"><enum>(E)</enum><text>uses data to
identify and implement a research-based instructional program that is aligned
with State challenging academic content standards and challenging student
academic achievement standards;</text>
</subparagraph><subparagraph id="H9E43F29C06294A2EBC58FEA1DD04AB0A"><enum>(F)</enum><text display-inline="yes-display-inline">in the case of a secondary school, provides
graduation and postsecondary planning and transition supports;</text>
</subparagraph><subparagraph id="H84DCE84A1C3F4FE48042A2A7A7F4F632"><enum>(G)</enum><text>promotes the
continuous use of student data to provide instruction that meets the academic
needs of individual students, which may include, in elementary school,
individual students’ levels of school readiness;</text>
</subparagraph><subparagraph id="HC3CBC68B2BE74568981DC2704E686326"><enum>(H)</enum><text display-inline="yes-display-inline">establishes schedules and strategies that
provide significantly increased learning time, which may include expanding the
day or year for all students in the school or expanding the school program to
offer full-day kindergarten or a high-quality preschool program;</text>
</subparagraph><subparagraph id="H28F52D4243B449A2BEF3BCF00FEE10EA"><enum>(I)</enum><text>provides ongoing
mechanisms for family and community engagement;</text>
</subparagraph><subparagraph id="HB95C13FCAEDA4EFA86E5B6C7D9B21AA2"><enum>(J)</enum><text>gives the school
sufficient operational flexibility in programming, staffing, budgeting, and
scheduling to fully implement a comprehensive strategy designed to
substantially improve student achievement and, if applicable, increase the
graduation rate;</text>
</subparagraph><subparagraph id="H244D51446EFC42268B32641207CCB609"><enum>(K)</enum><text>ensures that the
school receives ongoing, intensive technical assistance and related support
from the local educational agency, the State educational agency, or a
designated external lead partner organization; and</text>
</subparagraph><subparagraph id="HFBDD702A83344D4781AED3F06E70E71A"><enum>(L)</enum><text>provides
appropriate social-emotional and community-oriented services and supports for
students and, at the discretion of the local educational agency, uses not more
than 10 percent of the funds available for such school under this part to
provide services to meet those needs.</text>
</subparagraph></paragraph><paragraph id="H50BFAD04789F43AC997379447E39D575"><enum>(2)</enum><header>Restart
model</header><text>A restart model is 1 in which the local educational
agency—</text>
<subparagraph id="H577F8F62A4B247C7BBF63FD9EF0B1B17"><enum>(A)</enum><text>converts a school
or closes and reopens the school—</text>
<clause id="HF661884B4B2643328632DB50361BD2B6"><enum>(i)</enum><text>under a charter
school operator, a charter management organization, or an education management
organization; or</text>
</clause><clause id="H1B8121DD8D1F43229304E05A1AB16AB3"><enum>(ii)</enum><text>as
an autonomous or redesigned school;</text>
</clause></subparagraph><subparagraph id="H9C8058A1F3F34CC98E4A2CBC12337D6A"><enum>(B)</enum><text>implements a
rigorous review process to select such a charter management organization or
education management organization, as applicable, which includes an assurance
from such organization that it will make significant changes in the leadership
and staffing of the school; and</text>
</subparagraph><subparagraph id="H4C76B7286E8A48EFAAAE3282B525489F"><enum>(C)</enum><text>enrolls in the
school, within the grades it serves, any former student who wishes to attend
the school.</text>
</subparagraph></paragraph><paragraph id="H2F74A086680B429E9DC3462FD1B58A6D"><enum>(3)</enum><header>School
closure</header><text>A school closure model is 1 in which the local
educational agency—</text>
<subparagraph id="HE1E1FC1476AF410093749DA028777A59"><enum>(A)</enum><text>closes a school
and enrolls the students who attended such school in other schools served by
the local educational agency that are higher performing, provided the other
schools are within reasonable proximity to the closed school; and</text>
</subparagraph><subparagraph id="HCB8843C7D7A34DC3A1E916F4C61AA5B7"><enum>(B)</enum><text>provides
information, in a timely fashion, in the appropriate language, and prior to
closing the school, to children who attended such closed school and their
parents, about high-quality educational options and transition and support
services.</text>
</subparagraph></paragraph><paragraph id="HBDE19F0D10E14C0B9F8A23D1EB0C75C7"><enum>(4)</enum><header>Turnaround
model</header><text>A turnaround model is 1 in which the local educational
agency—</text>
<subparagraph id="H85A4A027851948DA91E66528B1A53D91"><enum>(A)</enum><text display-inline="yes-display-inline">if the principal has led the school for 2
or more years, replaces the principal with a new principal who has demonstrated
effectiveness as an educator and leader;</text>
</subparagraph><subparagraph id="H4B071B4E3BAA4752BDA8065D2F366989"><enum>(B)</enum><text>gives the new
principal sufficient operational flexibility (including over staffing, the
school day and school calendar, and budgeting) to fully implement a
comprehensive approach to improve student outcomes;</text>
</subparagraph><subparagraph id="H9E9D3FF356AA445097B72AADBF293525"><enum>(C)</enum><text>using
comprehensive evaluation systems, including the use of student achievement data
to measure the effectiveness of staff who can work within the turnaround
environment to meet the needs of students—</text>
<clause id="H0A006996F55E4E87933BAA610AE24A74"><enum>(i)</enum><text>screens all
existing staff and retains not more than 50 percent of such staff; and</text>
</clause><clause id="H372F699A53484556A174EDEE610AAAFB"><enum>(ii)</enum><text>requires the
principal to justify personnel decisions, such as hiring, dismissal, and
providing rewards, based on results of such evaluations;</text>
</clause></subparagraph><subparagraph id="HFEE0E8FEF1FC4F23869B6F698DAFB3A3"><enum>(D)</enum><text>provides staff
with ongoing, high-quality, job-embedded professional development that is
aligned with the school’s instructional program, facilitates effective teaching
and learning, and supports the implementation of school-reform
strategies;</text>
</subparagraph><subparagraph id="H512F49F09447447E897232C9DE06D890"><enum>(E)</enum><text>adopts a new
governance structure for the school, which may include requiring the school to
report to a new turnaround office in the local educational agency or State
educational agency, hire a turnaround leader who reports directly to the
superintendent or chief academic officer, or enter into a multi-year agreement
with the local educational agency or State educational agency to obtain added
flexibility in exchange for greater accountability;</text>
</subparagraph><subparagraph id="H5D71B02A5C0C4A5EB2FDA0A2E1AD9332"><enum>(F)</enum><text>uses data to
identify and implement a research-based instructional program and promotes the
continuous use of data to evaluate school improvement strategies and to inform
the differentiated instruction in order to meet the academic needs of
individual students;</text>
</subparagraph><subparagraph id="H93BA11A26C2C41468620DF7583866CD9"><enum>(G)</enum><text>establishes
schedules and strategies that provide increased learning time, which may
include offering full-day kindergarten or a high-quality preschool program,
using a longer school day, week, or year schedule to significantly increase the
total number of school hours to include additional time for—</text>
<clause id="HE95B9581B3E74296A5303FFD7A2E66B3"><enum>(i)</enum><text>instruction in
core academic subjects, including English, reading or language arts,
mathematics, science, foreign languages, civics and government, economics,
arts, history, and geography;</text>
</clause><clause id="H37107BBF48C04AEE9ADE60A4EF1FCF59"><enum>(ii)</enum><text>instruction in
other subjects and enrichment activities that contribute to a well-rounded
education, including physical education, service learning, and experiential and
work-based learning opportunities that are provided by partnering, as
appropriate, with other organizations; and</text>
</clause><clause id="H25192E6952B54F1EBE86CED0F667180A"><enum>(iii)</enum><text>teachers to
collaborate, plan, and engage in professional development within and across
grades and subjects;</text>
</clause></subparagraph><subparagraph id="H7621555D04A844C290B6E57B0225BFE4"><enum>(H)</enum><text>provides ongoing
mechanisms for family and community engagement;</text>
</subparagraph><subparagraph id="H99D4AFE2102C4C77905BAC37DD2C4EF4"><enum>(I)</enum><text>provides
appropriate social-emotional and community-oriented services and supports for
students; and</text>
</subparagraph><subparagraph id="H2535533E9B594C13921AD1AF3CDA8737"><enum>(J)</enum><text>may include any of
the strategies described in paragraph (1).</text>
</subparagraph></paragraph><paragraph id="HCE2B6A6B8BC04F498E7B110F133FF379"><enum>(5)</enum><header>School
engagement model</header><text>A school engagement model is 1 in which the
local educational agency—</text>
<subparagraph id="HEDD514B473F84108A4529E15F81D379F"><enum>(A)</enum><text display-inline="yes-display-inline">if the principal has led the school for 2
or more years, replaces the principal with a new principal who has demonstrated
effectiveness as an educator and leader;</text>
</subparagraph><subparagraph id="H32007313E0E9464F9A8A15DEA653F0A4"><enum>(B)</enum><text>establishes a
year-round academic calendar or increases the number of school days per year by
at least 10 percent and increases learning time by at least 10 percent;</text>
</subparagraph><subparagraph id="H0B9A1C80FCE74472BDEE26001678C85A"><enum>(C)</enum><text>establishes an
evidence-based student engagement system, to be approved by the State
educational agency, that includes—</text>
<clause id="H20FA39D64D6141199E6BE635B5A9B5EB"><enum>(i)</enum><text>attendance and
truancy improvement and tracking approaches for all students;</text>
</clause><clause id="H10A9782838AF4130A11C067A285858C1"><enum>(ii)</enum><text display-inline="yes-display-inline">evidence-based behavior identification
needs for all students, and evidence-based behavior intervention and
improvement approaches for students as needed, which may include a multi-tier
system of supports; and</text>
</clause><clause id="HEA2DE2E6C492497CB365FC7F0EC20FFD"><enum>(iii)</enum><text>grade-level
literacy improvement interventions for all non-proficient students provided
after-school by a supplemental education services provider;</text>
</clause></subparagraph><subparagraph id="H689D0AF305CD4464B0256CD0B401A8E2"><enum>(D)</enum><text>if the school is a
high school, the school must establish—</text>
<clause id="H05176723BC2341A993F7E4BA53C90260"><enum>(i)</enum><text>course credit
recovery or maintenance and tracking strategies for all students;</text>
</clause><clause id="HC796204C86B04261926472910FD0479C"><enum>(ii)</enum><text>dropout recovery
activities for all students who have dropped out; and</text>
</clause><clause id="HAE27704C8DF54E19AA55FD65EDE3C635"><enum>(iii)</enum><text>concurrent
enrollment opportunities for all students;</text>
</clause></subparagraph><subparagraph id="H1D83440515CA4A0DAAF1FE7FAF67CC1A"><enum>(E)</enum><text>uses rigorous,
transparent, and equitable evaluation systems to—</text>
<clause id="H6D9CA0F0DD3A448D98B2F6081847A3A7"><enum>(i)</enum><text>identify and
reward school leaders, teachers, and other staff who, in implementing the
model, increase student achievement and high school graduation rates;
and</text>
</clause><clause id="H795236A8A6DA4087B3139136A0589145"><enum>(ii)</enum><text>identify and
remove those school leaders, teachers, and other staff who, after ample
opportunities have been provided for them to improve their professional
practice, do not improve student achievement;</text>
</clause></subparagraph><subparagraph id="H556261402B3A426E9FFDCC7AA1D16FC1"><enum>(F)</enum><text>provides ongoing,
high-quality professional development to staff that is aligned with the
school’s instructional program, facilitates effective teaching and learning,
and supports the implementation of school-reform strategies;</text>
</subparagraph><subparagraph id="HCD053E8A579F43BA978A8ADCEF8508C7"><enum>(G)</enum><text>implements
strategies, such as financial incentives, increased opportunities for promotion
and career growth, and more flexible work conditions, that are designed to
recruit, place, and retain staff with the skills that are necessary to meet the
needs of the students in the school;</text>
</subparagraph><subparagraph id="H5B7D80213BBB4BDF82399425D485358A"><enum>(H)</enum><text>gives the school
sufficient operational flexibility in programming, staffing, budgeting, and
scheduling to fully implement a comprehensive strategy that is designed to
substantially improve student achievement and, if applicable, increase the
graduation rate;</text>
</subparagraph><subparagraph id="H74C81D8939AB45B2B9704FBC171C95B2"><enum>(I)</enum><text>uses data to
identify and implement a research-based instructional program that is aligned
with State academic standards; and</text>
</subparagraph><subparagraph id="HE7D04F2082A34893BEB301B94E02F1D2"><enum>(J)</enum><text>promotes the
continuous use of student data to provide instruction that meets the academic
needs of individual students, which may include, in elementary schools,
individual students’ levels of school readiness.</text>
</subparagraph></paragraph><paragraph id="HF9230026B3A34078975CA28B57B9709E"><enum>(6)</enum><header>Expanded school
choice option</header><text>An expanded school choice model is one in which the
local educational agency—</text>
<subparagraph id="H6DC90C4496F142A6A748D94858CBE740"><enum>(A)</enum><text>closes the
school;</text>
</subparagraph><subparagraph id="H8967D0FBBB394B038E22F062CCA78AD0"><enum>(B)</enum><text display-inline="yes-display-inline">transfers students from the persistently
low-performing school that has been closed to 1 or more existing
high-performing charter schools or high-performing traditional schools in the
same or another local educational agency, upon an agreement or memorandum of
understanding between the agency that served the closed school and the agency
to which the students are transferred; and</text>
</subparagraph><subparagraph commented="no" id="H961007FFC1314F14B270C33C18E4ED15"><enum>(C)</enum><text>expands the
capacity of the high-performing school or schools selected under subparagraph
(B) by transferring to such schools its allotment awarded under
<internal-xref idref="H2371BAB8E7044FE2BD4BB1A0578AF9E8" legis-path="204.">section 204</internal-xref> to be used for staffing and other
student support, including transportation to the high-performing school.</text>
</subparagraph></paragraph></subsection><subsection id="H23BFF607C8F04854B6F4082A18024909"><enum>(b)</enum><header>Flexibility</header><text display-inline="yes-display-inline">Notwithstanding any other provision of this
section, in carrying out a school intervention model under this section, a
local educational agency may continue to build on or complete actions it took
in the 3 years before the school year in which it begins to fully implement
that model, including retaining a school principal hired within that period to
implement a turnaround plan in that school.</text>
</subsection></section><section id="H8279E43F7CC948B2981D1A9B7E5F7320"><enum>206.</enum><header>Definitions</header><text display-inline="no-display-inline">In this title—</text>
<paragraph display-inline="no-display-inline" id="H8D734CB4147D437EA0A4236EC07B5174"><enum>(1)</enum><header>Eligible
applicant</header><text>The term <term>eligible applicant</term> means—</text>
<subparagraph id="H5581F8DE435E4E7EA388636856F52A14"><enum>(A)</enum><text>a local
educational agency that receives funds under part A of title I of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.) and
serves at least 1 persistently low-performing school; or</text>
</subparagraph><subparagraph id="H229B8174DC3845EDBE1B4EBDFA4E34B9"><enum>(B)</enum><text>a local
educational agency described in subparagraph (A) in partnership with a
turnaround partner.</text>
</subparagraph></paragraph><paragraph id="H200266ABA1D3479EBF0C416109BE4F3F"><enum>(2)</enum><header>ESEA
terms</header><text>Except as otherwise provided, any term used that is defined
in section 9101 of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801) shall have the meaning given the term in such section.</text>
</paragraph><paragraph id="H87E0923A10504655A53B59E04C3097BD"><enum>(3)</enum><header>High-performing</header><text display-inline="yes-display-inline">The term <term>high-performing</term> when
used in relation to school means a school ranking—</text>
<subparagraph id="H6ECC45321EEE474A9AD58CCCEA7C2B34"><enum>(A)</enum><text>in the top 25
percent in the State at student academic longitudinal growth; or</text>
</subparagraph><subparagraph id="H6C9AB34C8FAD4CDA8F603011C558911C"><enum>(B)</enum><text>in the absence of
such a State measurement, in the top 25 percent in progress toward core
academic benchmarks, as determined under the State’s accountability
system.</text>
</subparagraph></paragraph><paragraph id="H48AC8A546D3B4DE182C5086933B024BE"><enum>(4)</enum><header>Multi-tier
system of supports</header><text display-inline="yes-display-inline">The term
<term>multi-tier system of supports</term> means a comprehensive system of
differentiated supports that includes evidence-based instruction, universal
screening, progress monitoring, formative assessment, and research-based
interventions matched to student needs, and educational decisionmaking using
student outcome data.</text>
</paragraph><paragraph id="HDDACD939227B4968B09B73BB7CCD205D"><enum>(5)</enum><header>Turnaround
partner</header><text display-inline="yes-display-inline">The term
<term>turnaround partner</term> means a public or private nonprofit
organization that has a successful record of implementing or supporting school
intervention models.</text>
</paragraph></section><section id="H8BDE89981E0C40CD8B24B00D4AFBAC9C"><enum>207.</enum><header>Authorization
of appropriations</header><text display-inline="no-display-inline">There are
authorized to be appropriated to carry out this title $600,000,000 for fiscal
year 2013 and such sums as may be necessary for each of the 5 succeeding fiscal
years.</text>
</section>