1.This Act may be cited as
the School Turnaround and Rewards Act
of 2011
or the STAR Act of 2011
.
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="id0A1ED4A77A064760A93EB36AB10AE8A8"><enum>101.</enum><header>Additional
accountability provisions</header>
<subsection commented="no" display-inline="no-display-inline" id="id119CF5EDB4094FB792A539BBEBAD8DA9"><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="id63144264EEEB4A98AFB81CB7FBC3D474" style="OLC">
<section id="IDfef7d26634234b0585e8b13346b353ab"><enum>1116A.</enum><header>Reward
schools</header>
<subsection id="IDf8a9375a42a145dd93694c12a58a2cb1"><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 in the State and take the actions described with
respect to those schools, in accordance with this section.</text>
</subsection><subsection id="IDf46540a659b84536bb9bc8625bd45234"><enum>(b)</enum><header>Identification
of reward schools</header>
<paragraph id="id9D09EE13A4574273B139792052F6211D"><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 1 or more
subgroups of students identified under section 1111(b)(2)(C)(v)(II).</text>
</paragraph><paragraph id="idC2EBB2BE038C4968AE697016F72A3439"><enum>(2)</enum><header>Reward
schools</header><text>Each school that is identified as a Reward School under
paragraph (1)—</text>
<subparagraph id="id6D5ED63CB4464285AD8A8D6345AAC556"><enum>(A)</enum><text>is eligible for
recognition and rewards under subsection (c); and</text>
</subparagraph><subparagraph commented="no" id="id62890D8D57324E398F9F031811E7B7F7"><enum>(B)</enum><text>may use funds
provided under this Act, except for those funds related to serving special
populations under parts C and D of title I, 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="id483AB16BFD904EEDBB66EAECCD73A6B0"><enum>(c)</enum><header>Reward
schools</header>
<paragraph id="IDca203c7e2c444bbeb68abc5bcbc84e00"><enum>(1)</enum><header>Allotments;
Allocation to States</header>
<subparagraph id="idF6D192C8DDA54617847A9084BAD6EAF4"><enum>(A)</enum><header>In
general</header>
<clause id="id104CC062259041ED9404521399D503CB"><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 Education, the total amount made
available to carry out this subsection under paragraph (6) for any fiscal year,
to carry out activities under this subsection.</text>
</clause><clause id="idB25CC6F72B164287A79822C4AA8DB520"><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="id745A220459BD43F3A63E5CC95435E997"><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="IDf1796c36d6e34ca2a3ca903c9a2d2c43"><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="IDb7419efcf67c4030a3bb4cd3c94f9ff7"><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="ID628cb0d32726491c8ee5aa013600275e"><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="IDabc68b9e001c4eeca5500489a4c1d745"><enum>(C)</enum><text>an assurance that
the State educational agency will provide rewards and incentives under this
subsection that are large enough to motivate changes in behavior by schools
throughout the State;</text>
</subparagraph><subparagraph id="ID29a4d12d4e924216ad55d85d0fb99581"><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 districts;
and</text>
</subparagraph><subparagraph id="IDe2d3a4c75e574fbaa25ed228b121f104"><enum>(E)</enum><text>a description of
how the State will create mentoring partnerships between Reward Schools and
other schools and local educational agencies in the State.</text>
</subparagraph></paragraph><paragraph id="ID1e6d420719994adbb14afb03b6c168e1"><enum>(3)</enum><header>State use of
funds</header>
<subparagraph id="ID1d01963c92314cefb4a0538c9566e343"><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 to local educational agencies serving Reward Schools to carry
out the activities described in paragraph (4).</text>
</subparagraph><subparagraph id="ID0cf20cf385ae43a0bf2ff1e546788d84"><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 activities, which may include the
following:</text>
<clause id="ID52f1ef3bd81840c0b32a5b8ab8cd4232"><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="IDff20eed6d0a34d7eaecc9e130646eaa3"><enum>(ii)</enum><text>Supporting
mentoring partnerships between Reward Schools and other schools and local
educational agencies.</text>
</clause><clause id="ID2fb5bde81d504af294eddc7b02e376fe"><enum>(iii)</enum><text>Creating
communities of practice among Reward Schools.</text>
</clause><clause id="ID1ebe248fab744d72ba43bb50acb3d037"><enum>(iv)</enum><text>Administration
of this subsection.</text>
</clause></subparagraph></paragraph><paragraph id="id9D7344542BFF4786BC26E4E6DC2A01CB"><enum>(4)</enum><header>Subgrants to
local educational agencies</header>
<subparagraph id="id5979BFECB88943188842DF01AC146830"><enum>(A)</enum><header>In
general</header><text display-inline="yes-display-inline">From funds available
under paragraph (3), a State educational agency shall make 1-year subgrants to
local educational agencies serving Reward Schools.</text>
</subparagraph><subparagraph id="id470B2233B7D343178AAD6DA35D095445"><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="ID988ed69875e04fbb8fcd170db1df70bf"><enum>(i)</enum><text>to provide
financial rewards for principals, teachers, and other staff in Reward Schools;
and</text>
</clause><clause id="idE305B090394946B8B88DF7B9BADF66FB"><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.</text>
</clause></subparagraph></paragraph><paragraph commented="no" id="ID386af3917bb34f6c999f00c9ceb6e46b"><enum>(5)</enum><header>Other rewards
for reward schools</header><text>A local educational agency may provide Reward
Schools with increased flexibility in making budgeting and staffing decisions,
by—</text>
<subparagraph commented="no" id="idAC99B817A2F64D3890F9CE120E01D031"><enum>(A)</enum><text>providing Reward
Schools with priority in receiving Federal or State funds;</text>
</subparagraph><subparagraph commented="no" id="idA96F3FA9DFE14946BFCE28BA081B25C3"><enum>(B)</enum><text>reducing
reporting requirements of Reward Schools; or</text>
</subparagraph><subparagraph commented="no" id="id50C2A885D7DB45B6B5B93504A710CF32"><enum>(C)</enum><text>taking other
actions to provide Reward Schools with greater autonomy.</text>
</subparagraph></paragraph><paragraph id="IDb35e47aa2fbf405f8dc978492bf31e49"><enum>(6)</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 2012 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="idB6AA6FE876944E419EEC6FE201E49D83"><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="id31975371ECF943ABA3432C386C8B179A" style="OLC">
<toc>
<toc-entry idref="IDfef7d26634234b0585e8b13346b353ab" level="section">Sec. 1116A. Reward
schools.</toc-entry>
</toc>
<after-quoted-block>.</after-quoted-block></quoted-block>
</subsection></section><enum>II</enum><header>School
turnaround grants</header>
<section id="id0A9471DFCBEC43E0BCD907C0FA58FFC7"><enum>201.</enum><header>Definitions</header><text display-inline="no-display-inline">The terms used in this title have the
meanings given the terms in section 9101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801).</text>
</section><section id="id4CCDA2791DC549D59CF4DB643D122B48"><enum>202.</enum><header>Identification
of persistently low-performing schools</header>
<subsection id="idDE8C1C7B093E40E9898C0957C3997A81"><enum>(a)</enum><header>In
general</header><text>Each State 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.) shall annually 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 in each of the
subjects included in a State’s accountability system under such part, is not
making progress and—</text>
<paragraph id="id0286A62894114B4FBC0F1BFAB210BA3A"><enum>(1)</enum><text>if the school is
an elementary school, is in the bottom 5 percent of the State’s public
elementary schools;</text>
</paragraph><paragraph id="id6EA8CDF1F75C4C73B3A113BDACBA5991"><enum>(2)</enum><text>if the school is
a secondary school that does not award a high school diploma, is in the bottom
5 percent of the State’s public secondary schools that do not award a high
school diploma; or</text>
</paragraph><paragraph id="id0106C9030207474FB1F6FCD8360B7D0B"><enum>(3)</enum><text>if the school is
a secondary school that does award a high school diploma, is in the bottom 5
percent of the State’s public secondary schools that award a high school
diploma or has a graduation rate below 60 percent, or both.</text>
</paragraph></subsection><subsection id="id28A80549D49F43D88F4FED18D5EA4130"><enum>(b)</enum><header>Ranking</header>
<paragraph id="id14A22EF9E63E42099379A1D84882D2D3"><enum>(1)</enum><header>Schools that do
not award high school diplomas</header><text>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 are proficient or above on the reading or language arts and
mathematics assessments required under section 1111(b)(3) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311(b)(3)).</text>
</paragraph><paragraph id="id187105F1E9004765901819EE97800280"><enum>(2)</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 id="idE36AE2AEAA17441BA8144F63FE86A4AE"><enum>(A)</enum><text>the combined or
averaged percentages across subjects of students who are proficient or above on
the reading or language arts and mathematics assessments required by section
1111(b)(3) of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)(3)); and</text>
</subparagraph><subparagraph id="idDE58BF11B59943D99621CACDEF2B7864"><enum>(B)</enum><text>the graduation
rate, with such rate given weight equal to the weight of the factor described
in subparagraph (A).</text>
</subparagraph></paragraph></subsection><subsection id="id8492EB8505D54923AF5ED588DE629C73"><enum>(c)</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 in regulation by
the Secretary.</text>
</subsection><subsection id="id34DD6EDED5C64F8891154985E62FA71E"><enum>(d)</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 assessments or to protect the privacy of individual students.</text>
</subsection><subsection id="ID75195a85d8404949becf5e1f9e29a5f9"><enum>(e)</enum><header>School
intervention models</header><text>Each local educational agency that serves a
school identified as a Persistently Low-Performing School under this section
and receives a grant under this title shall select and implement 1 of the 4
school intervention models described in section 207 in such school, and provide
for family and community engagement in the choice and implementation of the
model selected in each case.</text>
</subsection></section><section id="ID5036347f67d74295bd640d22aac9d8cb"><enum>203.</enum><header>Reservation
and allotments</header>
<subsection id="ID2e55811699b348d58007fe619ee19c69"><enum>(a)</enum><header>Reservation for
activities of national significance</header><text>From the total amount
appropriated under section 208 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="ID4fc03e96e06641d68d53d6fec20cfaf3"><enum>(1)</enum><text>building State
and local educational agency turnaround capacity, including through technical
assistance and support, identification and dissemination of best practices, and
facilitating the creation and operation of communities of practice;</text>
</paragraph><paragraph id="IDf2ad7bac2e6948f38af78241ce177e78"><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 for
activities such as expanded learning time;</text>
</paragraph><paragraph id="ID24c025f9f6634673bfdd9805dfba8520"><enum>(3)</enum><text>identifying and
disseminating effective rural turnaround practices, making available targeted
technical assistance, and expanding the availability and capacity of turnaround
partners that operate in rural areas;</text>
</paragraph><paragraph id="ID167d3c7049c74634ae9b4975a1b8866a"><enum>(4)</enum><text>identifying
schools and school improvement partners 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="ID45facb6217874895bf06cf6b84cc5465"><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="ID3ce7a8980d0b4eb4aad7add6d9bc04c0"><enum>(b)</enum><header>Allotment to
States</header>
<paragraph id="id31CFA341FB424CCD8E3117E5A7F00001"><enum>(1)</enum><header>In
general</header>
<subparagraph id="idDD320BEEEC9D4FB58579C22EFAF19041"><enum>(A)</enum><header>Allotment</header><text>In
accordance with subparagraph (B), 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 Education, the total
amount made available to carry out this title under section 208 for any fiscal
year and not reserved under subsection (a), to carry out activities under this
title.</text>
</subparagraph><subparagraph id="idF2CB33E81D2D49B4835C6DA0168836B5"><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="id8961CF72315843CDB27E78662570930C"><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="IDc42d5346f42e4d788830b43abd3a6371"><enum>204.</enum><header>Application</header><text display-inline="no-display-inline">Each State educational agency that desires
to receive a grant under this title 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="ID6973b392519f4723baa070d7989799af"><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="ID59c928edc94843d585b7e538bc64470f"><enum>(2)</enum><text>the criteria the
State educational agency will use to determine whether each eligible applicant
applying for a subgrant under section 206—</text>
<subparagraph id="ID18f3a652975d41f38c5f320d579f020d"><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="ID17951bf306f54ddeb2c0bfaf2b4b0a0b"><enum>(B)</enum><text>has the capacity
to implement fully and effectively the selected school intervention model;
and</text>
</subparagraph><subparagraph id="IDccc9a6fee241447b8ed54decfd8bcdba"><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="IDe9d77f2cdae3498188e270a1122ab3b1"><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="ID5294a9f3d6c84c439a3fc12746eb58bb"><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="IDdfe5d0dda7484212b1eeed974e2882c5"><enum>(5)</enum><text>a description of
how the State educational agency will—</text>
<subparagraph id="id258E28917F5E4DBC80442D4E8AE10D98"><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="idBD05192FD34B4B7ABFB049BA1A89A9D2"><enum>(B)</enum><text>communicate to
each subgrantee in a timely fashion about what expectations the State has for
the subgrantee to make progress;</text>
</subparagraph></paragraph><paragraph id="ID3ea2fac7980c4e0681592e83e67b9efd"><enum>(6)</enum><text>a description of
how the State educational agency, subject to section 205(b)(1), will use the
funds it reserves at the State level to provide technical assistance and other
support to subgrantees; and</text>
</paragraph><paragraph id="ID1152f9fc3dcb435b84a78471900ac01f"><enum>(7)</enum><text>a description of
how the State will—</text>
<subparagraph id="idFB716A09E73F4A2C922864CDCB44FE3D"><enum>(A)</enum><text>help develop
pipelines of teachers and leaders trained for turnaround schools;</text>
</subparagraph><subparagraph id="id29D808B0501C4037BF9B4DA19CBBC8C8"><enum>(B)</enum><text>collect and
report data that inform the work of subgrantees;</text>
</subparagraph><subparagraph id="id38C235D60D8145C59EBF9B4AC8D19234"><enum>(C)</enum><text>encourage the
clustering of turnaround schools under a turnaround office or other lead
turnaround partner;</text>
</subparagraph><subparagraph id="id7913FC0C965449D8AA687B15A345DFF0"><enum>(D)</enum><text>support effective
extended learning time strategies; and</text>
</subparagraph><subparagraph id="id3CF8C7521A334C2FA9F3DABFEC0BAF61"><enum>(E)</enum><text>build capacity in
the State educational agency for assisting turnaround schools.</text>
</subparagraph></paragraph></section><section id="IDa828453307bd4992a85a5283abff2461"><enum>205.</enum><header>State use of
funds</header>
<subsection id="IDed96f8d9ad6c49c1a7eeca327753f5dd"><enum>(a)</enum><header>State
reservation</header>
<paragraph id="id9C8DBB1D7CED4D439539318FB7C91CFC"><enum>(1)</enum><header>In
general</header><text>Except as provided in paragraph (2), a State educational
agency that receives a grant under section 203(b) shall use not less than 90
percent of the grant funds to make competitive subgrants to eligible applicants
under section 206 to carry out the purposes of this title.</text>
</paragraph><paragraph id="idA07C0F5C43164FE19D87C016FABF5892"><enum>(2)</enum><header>Exception for
school taken over by the state</header><text>Notwithstanding paragraph (1), 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="ID70b7a79561ca4a488b0dda9f2c154ebe"><enum>(b)</enum><header>State
activities</header><text>A State educational agency that receives a grant under
section 203(b) shall use any portion of the grant funds that the State
educational agency does not use to make subgrants under subsection (a) to carry
out activities designed to build State capacity to support school improvement.
These activities may include—</text>
<paragraph id="IDfd91c7e02ce8447d9750021853b87a5f"><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="ID7965d7a521fb430ab402352621682a04"><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="IDa27f500a04454cc3b4544ae0a7fe4359"><enum>(3)</enum><text>providing
subgrants to turnaround partners and expanded learning time partners to enable
the partners to increase their capacity to help turn around schools;</text>
</paragraph><paragraph id="IDf517b7033415495390de9b930a82a64d"><enum>(4)</enum><text>developing
pipelines of teachers and leaders trained for turnaround schools;</text>
</paragraph><paragraph id="id83FA270375024C758EE5CBFE9DB13A85"><enum>(5)</enum><text>collecting and
reporting data that inform the work of subgrantees;</text>
</paragraph><paragraph id="id3B8C912E13E34B33A3270EF605AD3F53"><enum>(6)</enum><text>clustering
turnaround schools; and</text>
</paragraph><paragraph id="id85F1B5AA974A4CAEBB29FEE17A2B76F1"><enum>(7)</enum><text>building capacity
in the State educational agency for assisting turnaround schools.</text>
</paragraph></subsection></section><section id="IDbd331c3303694e80ac6b8a73dcafabcd"><enum>206.</enum><header>Subgrants to
eligible applicants</header>
<subsection id="ID2d15a82a01104543bb731213c4382a6b"><enum>(a)</enum><header>Authority</header>
<paragraph id="idF4AB2F240DA6433E806E268BE9972A18"><enum>(1)</enum><header>In
general</header><text>From the funds available under section 205(a), a State
educational agency shall make subgrants, on a competitive basis, to eligible
applicants.</text>
</paragraph><paragraph id="id1769D2C281EE4B169825E8E8E4D39C39"><enum>(2)</enum><header>Eligible
applicant</header><text>In this title, the term <term>eligible applicant</term>
means—</text>
<subparagraph id="ID8ccc91b82b6743a2a2d51f8dd663ec1c"><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="IDdbc1476ce265482aa9ab6ccf05b0aedb"><enum>(B)</enum><text>a local
educational agency described in subparagraph (A) in partnership with a
turnaround partner or an expanded learning time partner, or both, with
experience supporting successful school turnaround efforts.</text>
</subparagraph></paragraph></subsection><subsection id="ID1c2a24d7c0c24e929d908d2efa224a83"><enum>(b)</enum><header>Duration</header><text>A
State educational agency—</text>
<paragraph id="id02B8A7AD3ED849329FC43BABA4232E13"><enum>(1)</enum><text>shall award
subgrants under this section for a period of not more than 3 years; and</text>
</paragraph><paragraph id="idC36CE31A3F5C4544AC70495A2247E793"><enum>(2)</enum><text>may extend such a
subgrant for an additional 2-year period if the State educational agency
determines that schools served by the subgrantee are making significant
progress, as described in subsection (h).</text>
</paragraph></subsection><subsection id="ID0335d8886ddd48c3b10930f3a13be762"><enum>(c)</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="ID258feb05b9404a7fbd2cfbe75aac14a5"><enum>(d)</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="ID6ccd4dfb6e65492091d80c48114c6de7"><enum>(1)</enum><text>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 how the applicant has
analyzed the needs of each such school;</text>
</paragraph><paragraph id="ID741ad154d84f44d691b9efd19bb1c401"><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="IDa70389637ca94ff79f8750d27cdf7597"><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="ID6ea74478b7c1429aa523d273166e81cf"><enum>(4)</enum><text>a description of
how the eligible applicant will—</text>
<subparagraph id="IDc17401cd2c5146ffb5e0d948fbdb8d15"><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="IDe7f48ed2be5548a98d934fe8b00266b4"><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="ID98dacdb291e440cf9c5f88cfb1f360b4"><enum>(C)</enum><text>align other
Federal, State, and local resources with the interventions;</text>
</subparagraph><subparagraph id="IDc6abdeb289ec4c0eb410c4c5f27fe8e5"><enum>(D)</enum><text>modify practices
and policies, if necessary, to provide operational flexibility that enables
full and effective implementation of the selected school intervention
model;</text>
</subparagraph><subparagraph id="ID6ffaf7fe8c464a3f8c28183670b7679c"><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 section 207) in order to achieve the desired outcomes;</text>
</subparagraph><subparagraph id="ID35a40796eb3a4dca9c8aa8355dedd4e3"><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="ID2d297d908bbc4e7da7169df7483d2d3f"><enum>(G)</enum><text>sustain
successful reforms and practices after the funding period ends;</text>
</subparagraph></paragraph><paragraph id="IDe70bdaded85e4333804e861b893431b2"><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="id89649AF671DC4C1891FA10C3F808CDAE"><enum>(A)</enum><text>assistance in
data analysis;</text>
</subparagraph><subparagraph id="id046267BCAFF245229A627F846EC1DE6E"><enum>(B)</enum><text>recruiting
staff;</text>
</subparagraph><subparagraph id="id0D0F8416F6B345B681BF4F0ADE7720ED"><enum>(C)</enum><text>teacher
evaluation;</text>
</subparagraph><subparagraph id="id21A33E6FAFF0436490D9AABF32019061"><enum>(D)</enum><text>professional
development;</text>
</subparagraph><subparagraph id="idC6AAC3F6E3794A6C858F8F65737EDF7C"><enum>(E)</enum><text>coordination of
services to address students’ social, emotional, and health needs;</text>
</subparagraph><subparagraph id="idB410BB6F169B496FBBD07D916543DAF5"><enum>(F)</enum><text>facilitating the
creation and operation of professional learning communities and communities of
practice; and</text>
</subparagraph><subparagraph id="idB824F32B64FE488B92F1EFBD5F0ECA21"><enum>(G)</enum><text>progress
monitoring;</text>
</subparagraph></paragraph><paragraph id="IDcff285ca20244db1980394efe342d475"><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; and</text>
</paragraph><paragraph id="IDa1e2b0e4fcbe4b2aadabf261a264c86c"><enum>(7)</enum><text>a description of
how the eligible applicant will strengthen its capacity improvement for the
implementation of intervention models, including through partnerships with
entities that have demonstrated the ability to effectively support school
improvement efforts.</text>
</paragraph></subsection><subsection id="IDe8ce7034a163480782c4ecc5eb496e6a"><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="ID4cf35d6b327e4cd2a41a2ae3adcdc2ed"><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 or a comprehensive plan to
recruit retain, reward, and improve staff using comprehensive evaluation
systems;</text>
</paragraph><paragraph id="IDdd548aa0d8c54b41b87da2c692b32bd1"><enum>(2)</enum><text>demonstrates the
support of school management, teachers, parents, community partners, and public
stakeholders to implement strategies described in section 207;</text>
</paragraph><paragraph id="id405D51A1B8824674A263287F967D80F9"><enum>(3)</enum><text>demonstrates a
commitment to an expanded school day, expanded school week, or expanded school
year schedule that increases the total number of school hours for the school
year at a school by not fewer than 300 hours (which shall include hours in
which a student is engaged in academic activities, experiential learning,
work-based learning, and enrichment) and that includes a strong partnership
with a quality expanded learning time partner;</text>
</paragraph><paragraph id="ID09459614dffe44c282de03b3ca7a9918"><enum>(4)</enum><text>demonstrates that
the school leaders serving the school that will be supported through the
subgrant, have sufficient flexibility in making budgeting, staffing, and
program decisions; and</text>
</paragraph><paragraph id="IDca54739c252644f2a8a9d9291b0945f4"><enum>(5)</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="IDc1d035552e454279bbcd710b6e5f06d0"><enum>(f)</enum><header>Local
activities</header><text>An eligible applicant that receives a subgrant under
this section—</text>
<paragraph id="IDb2647f6489984ff1b9e9027d5060d52d"><enum>(1)</enum><text>shall use the
subgrant funds to implement 1 or more of the school intervention models
described in section 207 in persistently low-performing schools; and</text>
</paragraph><paragraph id="ID8b3601994f7f4e2d9e05594ab7032148"><enum>(2)</enum><text>may use such
funds to carry out local educational agency-level activities that directly
support the implementation of the school intervention model selected for
implementation, such as—</text>
<subparagraph id="ID226f9cfb11eb496bad739daa3c74e252"><enum>(A)</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>
</subparagraph><subparagraph id="ID408c71e923f64d0ebf43492ebd247993"><enum>(B)</enum><text>recruiting
effective teachers and principals for the schools at which the local
educational agency will fully implement the school intervention model;</text>
</subparagraph><subparagraph id="ID516eb20749bf4db4abbd1560268272f6"><enum>(C)</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 section 206;</text>
</subparagraph><subparagraph id="ID42f3bad65a0d419a87d35d1ab8342b51"><enum>(D)</enum><text>developing
rigorous, transparent, and equitable teacher and principal evaluation systems;
or</text>
</subparagraph><subparagraph id="ID3c5264673bf24805859da4de7b84a21f"><enum>(E)</enum><text>in the case of a
school closing, establishing and supporting a local transition team, composed
of parents from both the closing school community and any receiving school
community, to ensure a smooth transition and mutual academic benefit for all
students as a result of the school closing.</text>
</subparagraph></paragraph></subsection><subsection commented="no" id="IDce69ae9665064dad9ec719e4d79947b6"><enum>(g)</enum><header>Reporting</header><text>Each
eligible applicant that receives a subgrant under this section shall—</text>
<paragraph id="IDffaeeeabb47042558a60cbd61ce001ca"><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="IDb0ef6787b27f452e91188b4419db2cf2"><enum>(2)</enum><text>monitor and
report data that include, with respect to students served by the applicant with
grant funds received under this section—</text>
<subparagraph id="IDfef5a54a7b85434bb09822cfed9008ef"><enum>(A)</enum><text>core academic
indicators, such as—</text>
<clause id="id19CF183E7409431CADF06423585CFA9D"><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="idF1A678155AC44E4FBB2735E5288B28C4"><enum>(ii)</enum><text>progress toward
core academic benchmarks, as determined under the State’s accountability
system;</text>
</clause><clause id="id6E6EE1B3CD10480EBF4CC47E8BCDA5C2"><enum>(iii)</enum><text>average scale
scores on State assessments in reading or language arts and in
mathematics;</text>
</clause><clause id="idFE39C587CFD540AAA02C3D3948C226CB"><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="id606EA57124374BF2BAB6C5DF957863DC"><enum>(v)</enum><text>graduation rates;
and</text>
</clause><clause id="id5CFB42C4479B48B4A6323B96707CF472"><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)); and</text>
</clause></subparagraph><subparagraph id="ID31e54fd088e540e787e7b5319f7fe384"><enum>(B)</enum><text>leading
indicators such as—</text>
<clause id="id3EEDDDC182AE443AA653DC274CFDBBB8"><enum>(i)</enum><text>student
attendance rates;</text>
</clause><clause id="idF30EC8640D7348BEB1FEABFF2A111A22"><enum>(ii)</enum><text>number and
percentage of students completing advanced coursework;</text>
</clause><clause id="idB6D726139DBB4697ADC682C54DF91F05"><enum>(iii)</enum><text>student
participation rates on State assessments in reading or language arts and
mathematics;</text>
</clause><clause id="id0963701D2D8147F4B2C58109CABAF233"><enum>(iv)</enum><text>dropout
rates;</text>
</clause><clause id="id73185203EB724F12989678298A51E099"><enum>(v)</enum><text>discipline
incident rates;</text>
</clause><clause id="id12A0F3C0BEC744DBACE0A23C699AF1C4"><enum>(vi)</enum><text>teacher
attendance rates;</text>
</clause><clause id="id80C04F4A7D2F497C9EF543293B50C330"><enum>(vii)</enum><text>distribution of
teachers by performance level on the applicant's teacher evaluation system;
and</text>
</clause><clause id="idF76E4D06B1BC4305A060D569097D86EC"><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).</text>
</clause></subparagraph></paragraph></subsection><subsection id="ID98da9ccacd184dc7ac83c9e604cd0cc8"><enum>(h)</enum><header>Accountability</header>
<paragraph id="id74478100058F46038E2A585070957CF2"><enum>(1)</enum><header>In
general</header><text>Each eligible applicant that receives a subgrant under
this section shall demonstrate sufficient progress, as defined by the State, on
the core academic indicators and leading indicators described in subsection
(g).</text>
</paragraph><paragraph id="ID426b84031c4941b4b29d8031cbca1860"><enum>(2)</enum><header>Additional
two-year grant period for sufficient progress</header><text>An eligible
applicant that makes sufficient progress, as described under paragraph (1) and
determined by the State educational agency, shall be eligible for an extension
of the applicant's subgrant for an additional 2-year period.</text>
</paragraph><paragraph id="ID05a4525054b448fb8776772fd83d39bd"><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="idC53D8815F44D4892A8C7162F5C10480A"><enum>(A)</enum><text>modify its
existing school intervention model;</text>
</subparagraph><subparagraph id="id5C0E3B4B9D3243A1B1CC2EE0DC0A6D05"><enum>(B)</enum><text>restart the
school using the restart model described in section 207(a)(2); or</text>
</subparagraph><subparagraph id="id1BAC2A9C1A4A4EF9B648637AD15C7B6F"><enum>(C)</enum><text>close the school
using the school closure model described in section 207(a)(3).</text>
</subparagraph></paragraph></subsection></section><section commented="no" id="IDae3a6f0e286248d5a2494212faa76eb0"><enum>207.</enum><header>School
intervention models</header>
<subsection commented="no" id="ID6399749d6cc84638969989d011d799e0"><enum>(a)</enum><header>In
general</header><text>Each eligible applicant that receives a subgrant under
section 206 may choose to implement any 1 of the following 4 school
intervention models:</text>
<paragraph id="ID4de8af11c0a54197804cd75c33335fb8"><enum>(1)</enum><header>Transformation
model</header><text>A transformation model is one in which the local
educational agency—</text>
<subparagraph id="IDf97062e175f44de09fd9b80245d58f38"><enum>(A)</enum><text>if the principal
has led the school for 2 or more years, replaces the principal with a new
principal who has demonstrated effectiveness in turning around a low-performing
school;</text>
</subparagraph><subparagraph id="ID32f91d85db184584aae3d562102a33ec"><enum>(B)</enum><text>uses rigorous,
transparent, and equitable evaluation systems to—</text>
<clause id="ID0c4997b916c744cbb76a5d3696b5ac28"><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="ID6a477e7eed3f45efbb27fc3f648d03ef"><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="idFFED5FE6A6EF487A95ECB816634D92BA"><enum>(I)</enum><text>do not increase
student achievement;</text>
</subclause><subclause id="id97EEF78701FA4E3389E19D5C3D5A44BF"><enum>(II)</enum><text>if applicable,
do not increase high school graduation rates; and</text>
</subclause><subclause id="id501A7564B9DC42F4B2821FD7D182040E"><enum>(III)</enum><text>have not
demonstrated effectiveness according to the local educational agency's
evaluation system;</text>
</subclause></clause></subparagraph><subparagraph id="IDf41e092148914b2782477e056d2bbbab"><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="ID51b64bb10f454dad9e02feb9b33bd2a6"><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="IDcbc138f981424db0b1a0fc752458d9b6"><enum>(E)</enum><text>uses data to
identify and implement a research-based instructional program that—</text>
<clause id="id288CB561632A43B2BA47616E74E37CCD"><enum>(i)</enum><text>is
aligned with State challenging academic content standards and challenging
student academic achievement standards; and</text>
</clause><clause id="id9D3C0515CCCE467A852E1A75DF96AB4C"><enum>(ii)</enum><text>has proven to
raise student academic achievement by not less than 10 percent in 1
year;</text>
</clause></subparagraph><subparagraph id="id32D867D73D114383B4B3EA793D8EA489"><enum>(F)</enum><text>establishes
schedules and strategies that provide increased learning time, which may
include offering full-day kindergarten or a high-quality preschool program or
using a longer school day, week, or year that increases the total number of
school hours for the school year at a school by not fewer than 300 hours to
significantly increase the total number of school hours to include additional
time for—</text>
<clause id="idE8F2B859B8794DD2A85FC3C38E9B20A0"><enum>(i)</enum><text>instruction in
core academic subjects, instructions in such core academic subjects as,
English, reading or language arts, mathematics, science, foreign languages,
civics and government, economics, arts, history, and geography; and</text>
</clause><clause commented="no" display-inline="no-display-inline" id="id8B59D7BCFC2345B8A4C6C4632D7DF6CA"><enum>(ii)</enum><text>instruction in
other subjects and enrichment activities that contribute to a well-rounded
education, such as physical education, service learning, and experiential and
work-based learning opportunities that are provided by partnering, as
appropriate, with other organizations;</text>
</clause></subparagraph><subparagraph id="IDdb18a6081a074f9eb462f5252de6487b"><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="ID2a20b17659764bc7bb0dcda5215a92fa"><enum>(H)</enum><text>establishes
schedules and strategies that provide increased learning time, which may
include expanding the school program to offer full-day kindergarten or a
high-quality preschool program;</text>
</subparagraph><subparagraph id="ID138b7476a5724ad48d8381513b9091ac"><enum>(I)</enum><text>provides ongoing
mechanisms for family and community engagement;</text>
</subparagraph><subparagraph id="ID94eaa7cc18e64800bce036fdbfd22f33"><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="IDf1b5de4892d64e019696cb0e08675fe5"><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="ID9f2337889432495a8ab81512ea6f0eb7"><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="ID95d920ebc71f4f4b8237028aad629cfc"><enum>(2)</enum><header>Restart
model</header><text>A restart model is one in which the local educational
agency—</text>
<subparagraph id="ID9328700461e0450f895aa423194fd558"><enum>(A)</enum><text>converts a school
or closes and reopens the school—</text>
<clause id="id2531838A333F4C039864A3224D04F316"><enum>(i)</enum><text>under a charter
school operator, a charter management organization, or an education management
organization; or</text>
</clause><clause id="id1572F32A44C840BD8FCEEF82E2C15FA0"><enum>(ii)</enum><text>as
an autonomous or redesigned school;</text>
</clause></subparagraph><subparagraph id="IDb11670ca86bc483087de7f7b4a5a8c46"><enum>(B)</enum><text>implements a
rigorous review process to select such a charter school operator, charter
management organization, or education management organization, as applicable,
which includes an assurance from such operator or organization that it will
make significant changes in the leadership and staffing of the school;
and</text>
</subparagraph><subparagraph id="IDcd230b54a57542c7b9a240460fb5a4e0"><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="ID880d2ed439d44e8187df220179d72352"><enum>(3)</enum><header>School
closure</header><text>A school closure model is one in which the local
educational agency—</text>
<subparagraph id="ID90c5b31075e647d8a324ca8c94560445"><enum>(A)</enum><text>closes a school
and enrolls the students who attended such school in other public 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="ID279ca004e5344905afe0add713572a0c"><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="IDc1e8efd323dd49f0a7ca9b529eefbd10"><enum>(4)</enum><header>Turnaround
model</header><text>A turnaround model is one in which the local educational
agency—</text>
<subparagraph id="idFD47F6C53253492DB83E1DF17511B8B5"><enum>(A)</enum><text>if the principal
has led the school for 2 or more years, replaces the principal with a new
principal who has demonstrated effectiveness in turning around a low-performing
school;</text>
</subparagraph><subparagraph id="id72275AA6C6554EF3AB198032A48716CD"><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="ID28a560ec77b94878950c1474525a274a"><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="id88BB276670F644B88D1F2891F6DFF056"><enum>(i)</enum><text>screens all
existing staff and retains not more than 50 percent of such staff; and</text>
</clause><clause id="id0985BA4E056B4A819ED4CDE5BB720A2A"><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="IDcb328995a880452e88de8610f0215d51"><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="IDadc41fb4b9374feda04e2606048b0119"><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="ID95fa24bc2be84bfb9e496c556b86d8ce"><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="id53C0850DDE8A4471BDEBACE60F002EED"><enum>(G)</enum><text>encourages the
use of extended learning time partnerships;</text>
</subparagraph><subparagraph id="ID6ba8f814fe5e439da90445ef44bcb4fe"><enum>(H)</enum><text>establishes
schedules and strategies that provide increased learning time, which may
include offering full-day kindergarten or a high-quality preschool program or
using a longer school day, week, or year that increases the total number of
school hours for the school year at a school by not fewer than 300 hours to
significantly increase the total number of school hours to include additional
time for—</text>
<clause id="id6A5A944C34DC4F4AA4F2B23F872BA78E"><enum>(i)</enum><text>instruction in
such core academic subjects as English, reading or language arts, mathematics,
science, foreign languages, civics and government, economics, arts, history,
and geography;</text>
</clause><clause id="id8A3BF40573C441D5AEDE4B0BCA3A3B25"><enum>(ii)</enum><text>instruction in
other subjects and enrichment activities that contribute to a well-rounded
education, such as 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="id822ED54738DB460C8EEA14327CE42C92"><enum>(iii)</enum><text>teachers to
collaborate, plan, and engage in professional development within and across
grades and subjects;</text>
</clause></subparagraph><subparagraph id="IDa265e5a09fa543dab0132f20fe88d72a"><enum>(I)</enum><text>provides ongoing
mechanisms for family and community engagement;</text>
</subparagraph><subparagraph id="IDc8b552dc351e4be688add92aae3b57a6"><enum>(J)</enum><text>provides
appropriate social-emotional and community-oriented services and supports for
students; and</text>
</subparagraph><subparagraph id="ID99e3166c2727411a8353577d3bc18923"><enum>(K)</enum><text>may include any
of the strategies described in paragraph (1).</text>
</subparagraph></paragraph></subsection><subsection commented="no" id="ID3ade8cd3cb4d46f68d412eb5b774fb12"><enum>(b)</enum><header>Using funds for
comprehensive services To address issues</header><text>In implementing any of
the school intervention models described in subsection (a), the local
educational agency—</text>
<paragraph commented="no" id="id6386984460DA4C2E925091BD38E6C08A"><enum>(1)</enum><text>shall identify
and address issues that may contribute to low academic achievement in those
schools; and</text>
</paragraph><paragraph commented="no" id="id7F7BCFED0F79452B80B8788D6D4BD913"><enum>(2)</enum><text>may use funds
under this title to provide comprehensive services to address those issues and
meet the full range of student needs.</text>
</paragraph></subsection></section><section id="IDd2d4db8c1cb04a3d88f88ce684884444"><enum>208.</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 2012 and such sums as may be necessary for each of the 5 succeeding fiscal
years.</text>
</section>