[House Report 114-192]
[From the U.S. Government Publishing Office]
114th Congress } { Report
HOUSE OF REPRESENTATIVES
1st Session } { 114-192
======================================================================
PROVIDING FOR FURTHER CONSIDERATION OF THE BILL (H.R. 5) TO SUPPORT
STATE AND LOCAL ACCOUNTABILITY FOR PUBLIC EDUCATION, PROTECT STATE AND
LOCAL AUTHORITY, INFORM PARENTS OF THE PERFORMANCE OF THEIR CHILDREN'S
SCHOOLS, AND FOR OTHER PURPOSES, AND PROVIDING FOR CONSIDERATION OF THE
BILL (H.R. 2647) TO EXPEDITE UNDER THE NATIONAL ENVIRONMENTAL POLICY
ACT AND IMPROVE FOREST MANAGEMENT ACTIVITIES IN UNITS OF THE NATIONAL
FOREST SYSTEM DERIVED FROM THE PUBLIC DOMAIN, ON PUBLIC LANDS UNDER THE
JURISDICTION OF THE BUREAU OF LAND MANAGEMENT, AND ON TRIBAL LANDS TO
RETURN RESILIENCE TO OVERGROWN, FIRE-PRONE FORESTED LANDS, AND FOR
OTHER PURPOSES
_______
July 7, 2015.--Referred to the House Calendar and ordered to be printed
_______
Mr. Newhouse, from the Committee on Rules, submitted the following
R E P O R T
[To accompany H. Res. 347]
The Committee on Rules, having had under consideration
House Resolution 347, by a 9 to 4 vote, report the same to the
House with the recommendation that the resolution be adopted.
SUMMARY OF PROVISIONS OF THE RESOLUTION
The resolution provides for further consideration of H.R.
5, the Student Success Act, under a structured rule. The
resolution provides that pursuant to House Resolution 125, it
shall be in order to consider the amendments printed in part A
of this report as though they were the last further amendments
printed in part B of House Report 114-29.
Section 2 of the resolution provides for consideration of
H.R. 2647, the Resilient Federal Forests Act of 2015, under a
structured rule. The resolution provides one hour of general
debate equally divided among and controlled by the chair and
ranking minority members of the Committee on Agriculture and
the Committee on Natural Resources. The resolution waives all
points of order against consideration of the bill. The
resolution makes in order as original text for purpose of
amendment an amendment in the nature of a substitute consisting
of the text of Rules Committee Print 114-21, modified by the
amendment printed in part B of the Rules Committee report, and
provides that it shall be considered as read. The resolution
waives all points of order against that amendment in the nature
of a substitute. The resolution makes in order only those
further amendments printed in part C of this report. Each such
amendment may be offered only in the order printed in this
report, may be offered only by a Member designated in this
report, shall be considered as read, shall be debatable for the
time specified in this report equally divided and controlled by
the proponent and an opponent, shall not be subject to
amendment, and shall not be subject to a demand for division of
the question in the House or in the Committee of the Whole. The
resolution waives all points of order against the amendments
printed in part C of this report. The resolution provides one
motion to recommit with or without instructions.
EXPLANATION OF WAIVERS
The waiver of all points of order against consideration of
H.R. 2647 includes a waiver of clause 3(e)(1) of rule XIII
(``Ramseyer''), requiring a committee report accompanying a
bill amending or repealing statutes to show, by typographical
device, parts of statute affected. The waiver is provided
because the submission provided by the committees on
Agriculture and Natural Resources was insufficient to meet the
standards established by the rule in its current form. The
Committee on Rules continues to work with the House Office of
Legislative Counsel and committees to determine the steps
necessary to comply with the updated rule.
The waiver of all points of order against the amendment in
the nature of a substitute made in order as original text
includes a waiver of clause 7 of rule XVI, which requires that
no motion or proposition on a subject different from that under
consideration shall be admitted under color of amendment.
Provisions contained in the Rules Committee Print are not
germane to the underlying bill.
Although the resolution waives all points of order against
the amendments printed in part C of this report, the Committee
is not aware of any points of order. The waiver is prophylactic
in nature.
COMMITTEE VOTES
The results of each record vote on an amendment or motion
to report, together with the names of those voting for and
against, are printed below:
Rules Committee record vote No. 84
Motion by Ms. Slaughter to report open rules for H.R. 5 and
H.R. 2647. Defeated: 4-9
----------------------------------------------------------------------------------------------------------------
Majority Members Vote Minority Members Vote
----------------------------------------------------------------------------------------------------------------
Ms. Foxx........................................ Nay Ms. Slaughter..................... Yea
Mr. Cole........................................ Nay Mr. McGovern...................... Yea
Mr. Woodall..................................... Nay Mr. Hastings of Florida........... Yea
Mr. Burgess..................................... Nay Mr. Polis......................... Yea
Mr. Stivers..................................... Nay
Mr. Collins..................................... Nay
Mr. Byrne....................................... Nay
Mr. Newhouse.................................... Nay
Mr. Sessions, Chairman.......................... Nay
----------------------------------------------------------------------------------------------------------------
Rules Committee record vote No. 85
Motion by Mr. Polis to make in order and provide the
appropriate waivers for amendment #115, offered by Rep. Polis
(CO), which encourages the State to work with charter schools
to promote access for students, including addressing any
barriers based on the transportation needs of the student; the
amendment #123 by Rep. Polis (CO), Rep. Carolyn Maloney (NY),
Rep. Pocan (WI), Rep. Cicilline (RI), Rep. Takano (CA), Rep.
Sinema (AZ) and Rep. Scott (VA), which prohibits discrimination
on the basis of sexual orientation or gender identity in public
schools; the amendment #138 offered by Rep. Polis (CO) and Rep.
Young (IA), which requires states and districts to include in
their Title I plans what steps they will take to assist local
school districts in supporting gifted students, including those
who have not been formally identified as gifted and also amends
Title II to support professional development programs for
teachers and school leaders to help better serve gifted
students; and the amendment #131 offered by Rep. Polis (CO),
which creates a grant program to fund the identification,
development, evaluation, and expansion of innovative, evidence-
based practices, programs, and strategies in K-12 education.
Defeated: 4-9
----------------------------------------------------------------------------------------------------------------
Majority Members Vote Minority Members Vote
----------------------------------------------------------------------------------------------------------------
Ms. Foxx........................................ Nay Ms. Slaughter..................... Yea
Mr. Cole........................................ Nay Mr. McGovern...................... Yea
Mr. Woodall..................................... Nay Mr. Hastings of Florida........... Yea
Mr. Burgess..................................... Nay Mr. Polis......................... Yea
Mr. Stivers..................................... Nay
Mr. Collins..................................... Nay
Mr. Byrne....................................... Nay
Mr. Newhouse.................................... Nay
Mr. Sessions, Chairman.......................... Nay
----------------------------------------------------------------------------------------------------------------
Rules Committee record vote No. 86
Motion by Ms. Foxx to report the rule. Adopted: 9-4
----------------------------------------------------------------------------------------------------------------
Majority Members Vote Minority Members Vote
----------------------------------------------------------------------------------------------------------------
Ms. Foxx........................................ Yea Ms. Slaughter..................... Nay
Mr. Cole........................................ Yea Mr. McGovern...................... Nay
Mr. Woodall..................................... Yea Mr. Hastings of Florida........... Nay
Mr. Burgess..................................... Yea Mr. Polis......................... Nay
Mr. Stivers..................................... Yea
Mr. Collins..................................... Yea
Mr. Byrne....................................... Yea
Mr. Newhouse.................................... Yea
Mr. Sessions, Chairman.......................... Yea
----------------------------------------------------------------------------------------------------------------
SUMMARY OF THE AMENDMENTS TO H.R. 5 IN PART A MADE IN ORDER
45. Rokita (IN), Grothman (WI): Sets the authorization from
fiscal year 2016 through 2019 (10 minutes)
46. Walker (NC), DeSantis (FL): Adds A PLUS, which would
send funding under NCLB back to states in the form of block
grants, and states would then be able to direct that funding to
any education purpose under state law. (10 minutes)
47. Salmon, (AZ): Allows parents to opt their student out
of the testing required under this bill and exempts schools
from including students that have opted out in the schools'
participation requirements. (10 minutes)
48. Polis (CO): Requires states to have college- and
career-ready standards and set performance, growth, and
graduation rate targets for all student subgroups. The
amendment also includes performance targets for English
language learners and students with disabilities. (10 minutes)
SUMMARY OF THE AMENDMENT TO H.R. 2647 IN PART B CONSIDERED AS ADOPTED
1. Bishop, Rob (UT): Makes changes to the public input
process for projects carried out under Title II. Changes the
requirements for filling vacancies for Resource Advisory
Committees in HR 2647 and specifies the distributions of funds
under the Secure Rural Schools program in Title IV. Also makes
changes to the management of specific lands in the Northwestern
United States under BLM and Forest Service authorities in Title
VIII.
SUMMARY OF THE AMENDMENTS TO H.R. 2647 IN PART C MADE IN ORDER
1. Polis (CO): Strikes Section 203, relating to the
prohibition on restraining orders, preliminary injunctions, and
injunctions pending appeals. Strikes Title III, relating to the
imposition of a bond requirement as part of a potential legal
challenge of certain forest management activities. (10 minutes)
2. Tipton (CO): Requests stewardship contracts awarded
prior to Feb 7, 2014 shall be modified by the Secretary to
include fire liability provisions described in Section
604(d)(7) of the Healthy Forests Restoration Act of 2003 (16
U.S.C. 6591c). (10 minutes)
3. Lujan Grisham (NM): Allows the Forest Service to create
a pilot program that would execute contracts with tribes to
perform administrative, management, and other functions of
programs of the Tribal Forest Protection Act of 2004. (10
minutes)
4. Kilmer (WA): Directs the Secretary of Agriculture to
develop and implement at least one landscape-scale forest
restoration project that includes, as a defined purpose of that
project, the generation of material that will be used to
promote advanced wood products. Requires that the project be
developed through a collaborative process. (10 minutes)
PART A--TEXT OF AMENDMENTS TO H.R. 5 MADE IN ORDER
45. An Amendment To Be Offered by Representative Rokita of Indiana or
His Designee, Debatable for 10 Minutes
Page 5, lines 4, 7, 16, 20, and 24, strike ``2021'' and
insert ``2019''.
Page 6, lines 4, 10, 16, 21, and 25, strike ``2021'' and
insert ``2019''.
Page 7, line 4, strike ``2021'' and insert ``2019''.
Page 94, line 18, strike ``2021'' and insert ``2019''.
Page 450, line 19 and 23, strike ``2021'' and insert
``2019''.
Page 461, line 17, strike ``2021'' and insert ``2019''.
Page 484, line 11, strike ``2021'' and insert ``2019''.
Page 619, line 7, strike ``2021'' and insert ``2019''.
----------
46. An Amendment To Be Offered by Representative Walker of North
Carolina or His Designee, Debatable for 10 Minutes
Page 580, line 24, strike the closing quotation mark and
second period.
Page 580, after line 24, insert the following:
``PART G--A PLUS ACT
``SECTION 6701. SHORT TITLE; PURPOSE; DEFINITIONS.
``(a) Short Title.--This part may be cited as the ``Academic
Partnerships Lead Us to Success Act'' or the `A PLUS Act'.
``(b) Purpose.--The purposes of this part are as follows:
``(1) To give States and local communities added
flexibility to determine how to improve academic
achievement and implement education reforms.
``(2) To reduce the administrative costs and
compliance burden of Federal education programs in
order to focus Federal resources on improving academic
achievement.
``(3) To ensure that States and communities are
accountable to the public for advancing the academic
achievement of all students, especially disadvantaged
children.
``(c) Definitions.--In this part:
``(1) Accountability.--The term `accountability'
means that public schools are answerable to parents and
other taxpayers for the use of public funds and shall
report student progress to parents and taxpayers
regularly.
``(2) Declaration of intent.--The term `declaration
of intent' means a decision by a State, as determined
by State Authorizing Officials or by referendum, to
assume full management responsibility for the
expenditure of Federal funds for certain eligible
programs for the purpose of advancing, on a more
comprehensive and effective basis, the educational
policy of such State.
``(3) State.--The term `State' has the meaning given
such term in section 1122(e).
``(4) State authorizing officials.--The term `State
Authorizing Officials' means the State officials who
shall authorize the submission of a declaration of
intent, and any amendments thereto, on behalf of the
State. Such officials shall include not less than 2 of
the following:
``(A) The governor of the State.
``(B) The highest elected education official
of the State, if any.
``(C) The legislature of the State.
``(5) State designated officer.--The term `State
Designated Officer' means the person designated by the
State Authorizing Officials to submit to the Secretary,
on behalf of the State, a declaration of intent, and
any amendments thereto, and to function as the point-
of-contact for the State for the Secretary and others
relating to any responsibilities arising under this
part.
``SEC. 6702. DECLARATION OF INTENT.
``(a) In General.--Each State is authorized to submit to the
Secretary a declaration of intent permitting the State to
receive Federal funds on a consolidated basis to manage the
expenditure of such funds to advance the educational policy of
the State.
``(b) Programs Eligible for Consolidation and Permissible Use
of Funds.--
``(1) Scope.--A State may choose to include within
the scope of the State's declaration of intent any
program for which Congress makes funds available to the
State if the program is for a purpose described in this
Act. A State may not include any program funded
pursuant to the Individuals with Disabilities Education
Act (20 U.S.C. 1400 et seq.).
``(2) Uses of funds.--Funds made available to a State
pursuant to a declaration of intent under this part
shall be used for any educational purpose permitted by
State law of the State submitting a declaration of
intent.
``(3) Removal of fiscal and accounting barriers.--
Each State educational agency that operates under a
declaration of intent under this part shall modify or
eliminate State fiscal and accounting barriers that
prevent local educational agencies and schools from
easily consolidating funds from other Federal, State,
and local sources in order to improve educational
opportunities and reduce unnecessary fiscal and
accounting requirements.
``(c) Contents of Declaration.--Each declaration of intent
shall contain--
``(1) a list of eligible programs that are subject to
the declaration of intent;
``(2) an assurance that the submission of the
declaration of intent has been authorized by the State
Authorizing Officials, specifying the identity of the
State Designated Officer;
``(3) the duration of the declaration of intent;
``(4) an assurance that the State will use fiscal
control and fund accounting procedures;
``(5) an assurance that the State will meet the
requirements of applicable Federal civil rights laws in
carrying out the declaration of intent and in
consolidating and using the funds under the declaration
of intent;
``(6) an assurance that in implementing the
declaration of intent the State will seek to advance
educational opportunities for the disadvantaged;
``(7) a description of the plan for maintaining
direct accountability to parents and other citizens of
the State; and
``(8) an assurance that in implementing the
declaration of intent, the State will seek to use
Federal funds to supplement, rather than supplant,
State education funding.
``(d) Duration.--The duration of the declaration of intent
shall not exceed 5 years.
``(e) Review and Recognition by the Secretary.--
``(1) In general.--The Secretary shall review the
declaration of intent received from the State
Designated Officer not more than 60 days after the date
of receipt of such declaration, and shall recognize
such declaration of intent unless the declaration of
intent fails to meet the requirements under subsection
(c).
``(2) Recognition by operation of law.--If the
Secretary fails to take action within the time
specified in paragraph (1), the declaration of intent,
as submitted, shall be deemed to be approved.
``(f) Amendment to Declaration of Intent.--
``(1) In general.--The State Authorizing Officials
may direct the State Designated Officer to submit
amendments to a declaration of intent that is in
effect. Such amendments shall be submitted to the
Secretary and considered by the Secretary in accordance
with subsection (e).
``(2) Amendments authorized.--A declaration of intent
that is in effect may be amended to--
``(A) expand the scope of such declaration of
intent to encompass additional eligible
programs;
``(B) reduce the scope of such declaration of
intent by excluding coverage of a Federal
program included in the original declaration of
intent;
``(C) modify the duration of such declaration
of intent; or
``(D) achieve such other modifications as the
State Authorizing Officials deem appropriate.
``(3) Effective date.--The amendment shall specify an
effective date. Such effective date shall provide
adequate time to assure full compliance with Federal
program requirements relating to an eligible program
that has been removed from the coverage of the
declaration of intent by the proposed amendment.
``(4) Treatment of program funds withdrawn from
declaration of intent.--Beginning on the effective date
of an amendment executed under paragraph (2)(B), each
program requirement of each program removed from the
declaration of intent shall apply to the State's use of
funds made available under the program.
``SEC. 6703. TRANSPARENCY FOR RESULTS OF PUBLIC EDUCATION.
``(a) In General.--Each State operating under a declaration
of intent under this part shall inform parents and the general
public regarding the student achievement assessment system,
demonstrating student progress relative to the State's
determination of student proficiency, as described in paragraph
(2), for the purpose of public accountability to parents and
taxpayers.
``(b) Accountability System.--The State shall determine and
establish an accountability system to ensure accountability
under this part.
``(c) Report on Student Progress.--Not later than 1 year
after the effective date of the declaration of intent, and
annually thereafter, a State shall disseminate widely to
parents and the general public a report that describes student
progress. The report shall include--
``(1) student performance data disaggregated in the
same manner as data are disaggregated under section
1111(b)(3)(A); and
``(2) a description of how the State has used Federal
funds to improve academic achievement, reduce
achievement disparities between various student groups,
and improve educational opportunities for the
disadvantaged.
``SEC. 6704. ADMINISTRATIVE EXPENSES.
``(a) In General.--Except as provided in subsection (b), the
amount that a State with a declaration of intent may expend for
administrative expenses shall be limited to 1 percent of the
aggregate amount of Federal funds made available to the State
through the eligible programs included within the scope of such
declaration of intent.
``(b) States Not Consolidating Funds Under Part a of Title
I.--If the declaration of intent does not include within its
scope part A of title I, the amount spent by the State on
administrative expenses shall be limited to 3 percent of the
aggregate amount of Federal funds made available to the State
pursuant to such declaration of intent.
``SEC. 6705. EQUITABLE PARTICIPATION OF PRIVATE SCHOOLS.
``Each State consolidating and using funds pursuant to a
declaration of intent under this part shall provide for the
participation of private school children and teachers in the
activities assisted under the declaration of intent in the same
manner as participation is provided to private school children
and teachers under section 9501.''.
----------
47. An Amendment To Be Offered by Representative Salmon of Arizona or
His Designee, Debatable for 10 Minutes
Page 31, line 3, strike ``(3)(B)(ii)(II)'' and insert
``(3)(B)(ii)(II), except that States shall allow the parent of
a student to opt such student out of the assessments required
under this paragraph for any reason and shall not include such
students in calculating the participation rate under this
clause''.
----------
48. An Amendment To Be Offered by Representative Polis of Colorado or
His Designee, Debatable for 10 Minutes
Strike section 112 and insert the following:
SEC. 112. STATE PLANS.
Section 1111 (20 U.S.C. 6311) is amended to read as follows:
``SEC. 1111. STATE PLANS.
``(a) Plans Required.--
``(1) In general.--For any State desiring to receive
a grant under this part, the State educational agency
shall submit to the Secretary a plan, developed by the
State educational agency, in consultation with
representatives of local educational agencies,
teachers, school leaders, specialized instructional
support personnel, early childhood education providers,
parents, community organizations, communities
representing underserved populations, and Indian
tribes, that satisfies the requirements of this
section, and that is coordinated with other programs of
this Act, the Individuals with Disabilities Education
Act, the Carl D. Perkins Career and Technical Education
Act of 2006, the Head Start Act, the Adult Education
and Family Literacy Act, and the McKinney-Vento
Homeless Assistance Act.
``(2) Consolidated plan.--A State plan submitted
under paragraph (1) may be submitted as a part of a
consolidated plan under section 9302.
``(b) College and Career Ready Content Standards,
Assessments, and Achievement Standards.--
``(1) General requirements.--Each State plan shall
include evidence that the State's college and career
ready content standards, assessments, and achievement
standards under this subsection are--
``(A) vertically aligned from kindergarten
through grade 12; and
``(B) developed and implemented to ensure
that proficiency in the content standards will
signify that a student is on-track to graduate
prepared for--
``(i) according to written
affirmation from the State's public
institutions of higher education,
placement in credit-bearing,
nonremedial courses at the 2-and 4-year
public institutions of higher education
in the State; and
``(ii) success on relevant State
career and technical education
standards.
``(2) College and career ready content standards.--
``(A) In general.--Each State plan shall
demonstrate that, not later than the 2015-2016
school year the State educational agency will
adopt and implement high-quality, college and
career ready content standards that comply with
this paragraph.
``(B) Subjects.--The State educational agency
shall have such high-quality, academic content
standards for students in kindergarten through
grade 12 for, at a minimum, English language
arts, math, and science.
``(C) Elements.--College and career ready
content standards under this paragraph shall--
``(i) be developed through
participation in a State-led process
that engages--
``(I) kindergarten through-
grade-12 education experts
(including teachers and
educational leaders); and
``(II) representatives of
institutions of higher
education, the business
community, and the early
learning community;
``(ii) be rigorous, internationally
benchmarked, and evidence-based,
requiring students to demonstrate the
ability to think critically, solve
problems, and communicate effectively;
``(iii) be either--
``(I) validated, including
through written affirmation
from the State's public
institutions of higher
education, to ensure that
proficiency in the content
standards will signify that a
student is on-track to graduate
prepared for--
``(aa) placement in
credit-bearing,
nonremedial courses at
the 2-and 4-year public
institutions of higher
education in the State;
and
``(bb) success on
relevant State career
and technical education
standards; or
``(II) State-developed and
voluntarily adopted by a
significant number of States;
``(iv) for standards from
kindergarten through grade 3, reflect
progression in how children develop and
learn the requisite skills and content
from earlier grades (including
preschool) to later grades; and
``(v) apply to all schools and
students in the State.
``(D) English language proficiency
standards.--Each State educational agency shall
develop and implement statewide, high-quality
English language proficiency standards that--
``(i) are aligned with the State's
academic content standards;
``(ii) reflect the academic language
that is required for success on the
State educational agency's academic
content assessments;
``(iii) predict success on the
applicable grade level English language
arts content assessment;
``(iv) ensure proficiency in each of
the domains of speaking, listening,
reading, and writing in the appropriate
amount of time; and
``(v) address the different
proficiency levels of English learners.
``(E) Early learning standards.--The State
educational agency shall, in collaboration with
the State agencies responsible for overseeing
early care and education programs and the State
early care and education advisory council,
develop and implement early learning standards
across all major domains of development for
preschoolers that--
``(i) demonstrate alignment with the
State academic content standards;
``(ii) are implemented through
dissemination, training, and other
means to applicable early care and
education programs;
``(iii) reflect research and
evidence-based developmental and
learning expectations;
``(iv) inform teaching practices and
professional development and services;
and
``(v) for preschool age children,
appropriately assist in the transition
to kindergarten.
``(F) Assurance.--Each State plan shall
include an assurance that the State has
implemented the same content standards for all
students in the same grade and does not have a
policy of using different content standards for
any student subgroup.
``(3) High-quality assessments.--
``(A) In general.--Each State plan shall
demonstrate that the State educational agency
will adopt and implement high-quality
assessments in English language arts, math, and
science not later than the 2016-2017 school
year that comply with this paragraph.
``(B) Elements.--Such assessments shall--
``(i) be valid, reliable,
appropriate, and of adequate technical
quality for each purpose required under
this Act, and be consistent with
relevant, nationally recognized
professional and technical standards;
``(ii) measure the knowledge and
skills necessary to demonstrate
proficiency in the academic content
standards under paragraph (2) for the
grade in which the student is enrolled;
``(iii) be developed as part of a
system of assessments providing data
(including individual student
achievement data and individual student
growth data), that shall be used to
improve teaching, learning, and program
outcomes;
``(iv) be used in determining the
performance of each local educational
agency and school in the State in
accordance with the State's
accountability system under subsection
(c);
``(v) provide an accurate measure
of--
``(I) student achievement at
all levels of student
performance; and
``(II) student academic
growth;
``(vi) allow for complex
demonstrations or applications of
knowledge and skills including the
ability to think critically, solve
problems, and communicate effectively;
``(vii) be accessible for all
students, including students with
disabilities and English learners, by--
``(I) incorporating
principles of universal design
as defined by section 3(a) of
the Assistive Technology Act of
1998 (29 U.S.C. 3002(a)); and
``(II) being interoperable
when using any digital
assessment, such as computer-
based and online assessments;
``(viii) provide for accommodations,
including for computer-based and online
assessments, for students with
disabilities and English learners to
provide a valid and reliable measure of
such students' achievement;
``(ix) produce individual student
interpretive, descriptive, and
diagnostic reports that allow parents,
teachers, and school leaders to
understand and address the specific
academic needs of students, and include
information regarding achievement on
academic assessments, and that are
provided to parents, teachers, and
school leaders, as soon as is
practicable after the assessment is
given, in an understandable and uniform
format, and to the extent practicable,
in a language that parents can
understand; and
``(x) may be partially delivered in
the form of portfolios, projects, or
extended performance tasks as long as
such assessments meet the requirements
of this subsection.
``(C) Administration.--Such assessments
shall--
``(i) be administered to all
students, including all subgroups
described in subsection (c)(3)(A), in
the same grade level for each content
area assessed, except as provided under
subparagraph (E), through--
``(I) a single summative
assessment each school year; or
``(II) multiple statewide
assessments over the course of
the school year that result in
a single summative score that
provides valid, reliable, and
transparent information on
student achievement for each
tested content area in each
grade level;
``(ii) for English language arts and
math--
``(I) be administered
annually, at a minimum, for
students in grade 3 through
grade 8; and
``(II) be administered at
least once, but not earlier
than 11th grade for students in
grades 9 through grade 12; and
``(iii) for science, be administered
at least once during grades 3 through
5, grades 6 through 8, and grades 9
through 12.
``(D) Native language assessments.--Each
State educational agency with at least 10,000
English learners, at least 25 percent of which
speak the same language that is not English,
shall adopt and implement native language
assessments for that language consistent with
State law. Such assessments shall be for
students--
``(i) for whom the academic
assessment in the student's native
language would likely yield more
accurate and reliable information about
such student's content knowledge;
``(ii) who are literate in the native
language and have received formal
education in such language; or
``(iii) who are enrolled in a
bilingual or dual language program and
the native language assessment is
consistent with such program's language
of instruction.
``(E) Alternate assessments for students with
the most significant cognitive disabilities.--
In the case of a State educational agency that
adopts alternate achievement standards for
students with the most significant cognitive
disabilities described in paragraph (4)(D), the
State shall adopt and implement high-quality
statewide alternate assessments aligned to such
alternate achievement standards that meet the
requirements of subparagraphs (B) and (C), so
long as the State ensures that in the State the
total number of students in each grade level
assessed in each subject does not exceed the
cap established under subsection
(c)(3)(E)(iii)(II).
``(F) English language proficiency
assessments.--Each State educational agency
shall adopt and implement statewide English
language proficiency assessments that--
``(i) are administered annually and
aligned with the State's English
language proficiency standards and
academic content standards;
``(ii) are accessible, valid, and
reliable;
``(iii) measure proficiency in
reading, listening, speaking, and
writing in English both individually
and collectively;
``(iv) assess progress and growth on
language and content acquisition; and
``(v) allow for the local educational
agency to retest a student in the
individual domain areas that the
student did not pass, unless the
student is newly entering a school in
the State, or is in the third, fifth,
or eighth grades.
``(G) Special rule with respect to bureau
funded schools.--In determining the assessments
to be used by each school operated or funded by
the Department of the Interior's Bureau of
Indian Education receiving funds under this
part, the following shall apply:
``(i) Each such school that is
accredited by the State in which it is
operating shall use the assessments the
State has developed and implemented to
meet the requirements of this section,
or such other appropriate assessment as
approved by the Secretary of the
Interior.
``(ii) Each such school that is
accredited by a regional accrediting
organization shall adopt an appropriate
assessment, in consultation with and
with the approval of, the Secretary of
the Interior and consistent with
assessments adopted by other schools in
the same State or region, that meets
the requirements of this section.
``(iii) Each such school that is
accredited by a tribal accrediting
agency or tribal division of education
shall use an assessment developed by
such agency or division, except that
the Secretary of the Interior shall
ensure that such assessment meets the
requirements of this section.
``(H) Assurance.--Each State plan shall
include an assurance that the State educational
agency will take steps to ensure that the State
assessment system, which includes all statewide
assessments and local assessments is
coordinated and streamlined to eliminate
duplication of assessment purposes, practices,
and use.
``(I) Accommodations.--Each State plan
shall--
``(i) describe the accommodations for
English learners and students with
disabilities on the assessments used by
the State which may include
accommodations such as text-to-speech
technology or read aloud, braille,
large print, calculator, speech-to-text
technology or scribe, extended time,
and frequent breaks;
``(ii) include evidence of the
effectiveness of such accommodations in
maintaining valid results for the
appropriate population; and
``(iii) include evidence that such
accommodations do not change the
construct intended to be measured by
the assessment or the meaning of the
resulting scores.
``(J) Adaptive assessments.--In the case of a
State educational agency that develops and
administers computer adaptive assessments, such
assessments shall meet the requirements of this
paragraph, and must measure, at a minimum, each
student's academic proficiency against the
State's content standards as described in
paragraph (2) for the grade in which the
student is enrolled.
``(4) College and career ready achievement and growth
standards.--
``(A) In general.--Each State plan shall
demonstrate that the State will adopt and
implement college and career ready achievement
standards in English language arts, math, and
science by the 2015-2016 school year that
comply with this paragraph.
``(B) Elements.--Such academic achievement
standards shall establish at a minimum, 3
levels of student achievement that describe how
well a student is demonstrating proficiency in
the State's academic content standards that
differentiate levels of performance to--
``(i) describe 2 levels of high
achievement (on-target and advanced)
that indicate, at a minimum, that a
student is proficient in the academic
content standards under paragraph (2)
as measured by the performance on
assessments under paragraph (3); and
``(ii) describe a third level of
achievement (catch-up) that provides
information about the progress of a
student toward becoming proficient in
the academic content standards under
paragraph (2) as measured by the
performance on assessments under
paragraph (3).
``(C) Vertical alignment.--Such achievement
standards are vertically aligned to ensure a
student who achieves at the on-target or
advanced levels under subparagraph (B)(i)
signifies that student is on-track to graduate
prepared for--
``(i) placement in credit-bearing,
nonremedial courses at the 2- and 4-
year public institutions of higher
education in the State; and
``(ii) success on relevant State
career and technical education
standards.
``(D) Alternate achievement standards.--If a
State educational agency adopts alternate
achievement standards for students with the
most significant cognitive disabilities, such
academic achievement standards shall establish,
at a minimum, 3 levels of student achievement
that describe how well a student is
demonstrating proficiency in the State's
academic content standards that--
``(i) are aligned to the State's
college and career ready content
standards under paragraph (2);
``(ii) are vertically aligned to
ensure that a student who achieves at
the on-target or advanced level under
clause (v)(I) signifies that the
student is on-track to access a
postsecondary education or competitive
integrated employment;
``(ii) reflect concepts and skills
that students should know and
understand for each grade;
``(iv) are supported by evidence-
based learning progressions to age and
grade-level performance; and
``(v) establish, at a minimum--
``(I) 2 levels of high
achievement (on-target and
advanced) that indicate, at a
minimum, that a student with
the most significant cognitive
disabilities is proficient in
the academic content standards
under paragraph (2) as measured
by the performance on
assessments under paragraph
(3)(E); and
``(II) a third level of
achievement (catch-up) that
provides information about the
progress of a student with the
most significant cognitive
disabilities toward becoming
proficient in the academic
content standards under
paragraph (2) as measured by
the performance on assessments
under paragraph (3)(E).
``(E) Student growth standards.--Each State
plan shall demonstrate that the State will
adopt and implement student growth standards
for students in the assessed grades that comply
with this subparagraph, as follows:
``(i) On-target and advanced
levels.--For a student who is achieving
at the on-target or advanced level of
achievement, the student growth
standard is not less than the rate of
academic growth necessary for the
student to remain at that level of
student achievement for not less than 3
years.
``(ii) Catch-up level.--For a student
who is achieving at the catch-up level
of achievement, the student growth
standard is not less than the rate of
academic growth necessary for the
student to achieve an on-target level
of achievement within 3 or 4 years, as
determined by the State.
``(F) Prohibition.--A State may not establish
alternate or modified achievement standards for
any subgroup of students, except as provided
under subparagraph (D).
``(5) Rule of construction.--Nothing in paragraph (3)
shall be construed to prescribe the use of the academic
assessments established pursuant to such paragraph for
student promotion or graduation purposes.
``(c) Accountability and School Improvement System.--The
State plan shall demonstrate that not later than the 2016 -
2017 school year, the State educational agency, in consultation
with representatives of local educational agencies, teachers,
school leaders, parents, community organizations, communities
representing underserved populations and Indian tribes, has
developed a single statewide accountability and school
improvement system (in this subsection known as the
`accountability system') that ensures all students have the
knowledge and skills to successfully enter the workforce or
postsecondary education without the need for remediation by
complying with this subsection as follows:
``(1) Elements.--Each State accountability system
shall, at a minimum--
``(A) annually measure academic achievement
for all students, including each subgroup
described in paragraph (3)(A), in each public
school, including each charter school, in the
State, including--
``(i) student academic achievement in
accordance with the academic
achievement standards described in
subsection (b)(4);
``(ii) student growth in accordance
with the student growth standards
described in subsection (b)(4)(E); and
``(iii) graduation rates in diploma
granting schools;
``(B) set clear performance and growth
targets in accordance with paragraph (2) to
improve the academic achievement of all
students as measured under subparagraph (A) of
this paragraph and to close achievement gaps so
that all students graduate ready for
postsecondary education and the workforce;
``(C) establish equity indicators to diagnose
school challenges and measure school progress
within the improvement system described in
section 1116, including factors to measure, for
all students and each subgroup described in
paragraph (3)(A)--
``(i) academic learning, such as--
``(I) percentage of students
successfully completing
rigorous coursework that aligns
with college and career ready
standards described under
subsection (b)(2) such as dual
enrollment, Advanced Placement
(AP) or International
Baccalaureate (IB) courses;
``(II) percentage of students
enrolled in arts courses;
``(III) student success on
State or local educational
agency end-of course
examinations; and
``(IV) student success on
performance-based assessments
that are valid, reliable and
comparable across a local
educational agency and meet the
requirements of paragraph
(3)(B);
``(ii) student engagement, such as--
``(I) student attendance
rates;
``(II) student discipline
data, including suspension and
expulsion rates;
``(III) incidents of bullying
and harassment; and
``(IV) surveys of student
engagement and satisfaction;
``(iii) student advancement, such
as--
``(I) student on-time
promotion rates;
``(II) on-time credit
accumulation rates;
``(III) course failure rates;
and
``(IV) post-secondary and
workforce entry rates;
``(iv) student health and wellness;
``(v) student access to instructional
quality, such as--
``(I) number of qualified
teachers and paraprofessionals;
``(II) number of specialized
instructional support
personnel;
``(III) instructional
personnel attendance,
vacancies, and turnover; and
``(IV) rates of effective
teachers and principals, as
determined by the State or
local educational agency;
``(vi) school climate and conditions
for student success, such as--
``(I) the availability of up-
to-date instructional
materials, technology, and
supplies;
``(II) measures of school
safety; and
``(III) the condition of
school facilities; including
accounting for well-equipped
instructional spaces; and
``(vii) family and community
engagement in education;
``(D) annually differentiate performance and
condition of schools based on--
``(i) the achievement measured under
subparagraph (A);
``(ii) whether the school meets the
performance and growth targets set
under paragraph (2); and
``(iii) to a lesser extent, data on
the State-established equity
indicators, as described in
subparagraph (C); and
``(E) identify using the differentiation
described in subparagraph (D), for the purposes
under section 1116--
``(i) high priority schools that--
``(I) according to the State-
established parameters
described in 1116(a)(2), have
the lowest performance in the
local educational agency and
the State using current and
prior year academic
achievement, growth, and
graduation rate data as
described in subparagraph (A)
and data on the state-
established equity indicators
described in subparagraph (C);
or
``(II) as of the date of
enactment of the Student
Success Act, have been
identified under 1003(g); and
``(ii) schools in need of support
that have not met one or more of the
performance targets set under paragraph
(2) for any subgroup described in
paragraph (3)(A) in the same grade
level and subject, for two consecutive
years; and
``(iii) reward schools that have--
``(I) the highest performance
in the State for all students
and student subgroups described
in paragraph (3)(A); or
``(II) made the most progress
over at least the most recent
2-year period in the State in
increasing student academic
achievement and graduation
rates for all students and
student subgroups described in
paragraph (3)(A); and
``(III) made significant
progress in overcoming school
challenges identified using the
State-established equity
indicators, as described in
subparagraph (C).
``(2) Goals and targets.--
``(A) In general.--Each State educational
agency shall establish goals and targets for
the State accountability and school improvement
system that comply with this paragraph. Such
targets shall be established separately for all
elementary school and secondary school
students, economically disadvantaged students,
students from major racial and ethnic groups,
students with disabilities, and English
learners and expect accelerated academic gains
from subgroups who are the farthest away from
college and career-readiness as determined by
annual academic achievement measures described
in paragraph (1)(A).
``(B) Achievement goals.--Each State
educational agency shall set multi-year goals
that are consistent with the academic and
growth achievement standards under subsection
(b)(4) to ensure that all students graduate
prepared to enter the workforce or
postsecondary education without the need for
remediation.
``(C) Performance targets.--Each State
educational agency shall set ambitious, but
achievable annual performance targets
separately for each subgroup of students
described in paragraph (3)(A), for local
educational agencies and schools, for each
grade level and in English language arts and
math that reflect the progress required for all
students and each subgroup of students
described in paragraph (3)(A) to meet the
State-determined goals as required under
subparagraph (B), as approved by the Secretary.
``(D) Growth targets.--Each State educational
agency shall set ambitious but achievable
growth targets that--
``(i) assist the State in achieving
the academic achievement goals
described in subparagraph (B); and
``(ii) include targets that ensure
all students, including subgroups of
students described in paragraph (3)(A),
meet the growth standards described in
subsection (b)(4)(E).
``(E) Graduation rate goals and targets.--
``(i) Graduation rate goals.--Each
State educational agency shall set a
graduation rate goal of not less than
90 percent.
``(ii) Graduation rate targets.--Each
State educational agency shall
establish graduation rate targets which
shall not be less rigorous than the
targets approved under section 200.19
of title 34, Code of Federal
Regulations (or a successor
regulation).
``(iii) Extended-year graduation rate
targets.--In the case of a State that
chooses to use an extended year
graduation rate in the accountability
and school improvement system described
under this subsection, the State shall
set extended year graduation rate
targets that are more rigorous than the
targets set under clause (ii) and, if
applicable, are not less rigorous than
the targets approved under section
200.19 of title 34, Code of Federal
Regulations (or a successor
regulation).
``(3) Fair accountability.--Each State educational
agency shall establish fair and appropriate policies
and practices, as a component of the accountability
system established under this subsection, to measure
school, local educational agency, and State performance
under the accountability system that, at a minimum,
comply with this paragraph as follows:
``(A) Disaggregate.--Each State educational
agency shall disaggregate student achievement
data in a manner that complies with the State's
group size requirements under subparagraph (B)
for the school's, local educational agency's,
and the State's performance on its goals and
performance targets established under paragraph
(2), by each content area and each grade level
for which such goals and targets are
established, and, if applicable, by improvement
indicators described in paragraph (1)(D) for
each of the following groups:
``(i) All public elementary and
secondary school students.
``(ii) Economically disadvantaged
students.
``(iii) Students from major racial
and ethnic groups.
``(iv) Students with disabilities.
``(v) English learners.
``(B) Subgroup size.--Each State educational
agency shall establish group size requirements
for performance measurement and reporting under
the accountability system that--
``(i) is the same for all subgroups
described in subparagraph (A);
``(ii) does not exceed 15 students;
``(iii) yields statistically reliable
information; and
``(iv) does not reveal personally
identifiable information about an
individual student.
``(C) Participation.--Each State educational
agency shall ensure that--
``(i) not less than 95 percent of the
students in each subgroup described
subparagraph (A) take the State's
assessments under subsection (b)(2);
and
``(ii) any school or local
educational agency that does not comply
with the requirement described in
clause (i) of this subparagraph may not
be considered to have met its goals or
performance targets under paragraph
(2).
``(D) Averaging.--Each State educational
agency may average achievement data with the
year immediately preceding that school year for
the purpose of determining whether schools,
local educational agencies, and the State have
met their performance targets under paragraph
(2).
``(E) Students with the most significant
cognitive disabilities.--
``(i) In general.--In calculating the
percentage of students scoring at the
on-target levels of achievement and the
graduation rate for the purpose of
determining whether schools, local
educational agencies, and the State
have met their performance targets
under paragraph (2), a State shall
include all students with disabilities,
even those students with the most
significant cognitive disabilities,
and--
``(I) may include the on-
target and advanced scores of
students with the most
significant cognitive
disabilities taking alternate
assessments under subsection
(b)(3)(E) provided that the
number and percentage of such
students who score at the on-
target or advanced level on
such alternate assessments at
the local educational agency
and the State levels,
respectively, does not exceed
the cap established by the
Secretary under clause (iii) in
the grades assessed and
subjects used under the
accountability system
established under this
subsection; and
``(II) may include students
with the most significant
cognitive disabilities, who are
assessed using alternate
assessments described in
subsection (b)(3)(E) and who
receive a State-defined
standards-based alternate
diploma aligned with alternate
achievement standards described
in subparagraph (4)(D) and with
completion of the student's
right to a free and appropriate
public education under the
Individuals with Disabilities
Education Act, as graduating
with a regular secondary school
diploma, provided that the
number and percentage of those
students who receive a State-
defined standards-based
alternate diploma at the local
educational agency and the
State levels, respectively,
does not exceed the cap
established by the Secretary
under clause (iii).
``(ii) State requirements.--If the
number and percentage of students
taking alternate assessments or
receiving a State-defined standards-
based alternate diploma exceeds the cap
under clause (iii) at the local
educational agency or State level, the
State educational agency, in
determining whether the local
educational agency or State,
respectively, has met its performance
targets under paragraph (2), shall--
``(I) include all students
with the most significant
cognitive disabilities;
``(II) count at the catch-up
level of achievement or as not
graduating such students who
exceed the cap;
``(III) include such students
at the catch-up level of
achievement or as not
graduating in each applicable
subgroup at the school, local
educational agency, and State
level; and
``(IV) ensure that parents
are informed of the actual
academic achievement levels and
graduation status of their
children with the most
significant cognitive
disabilities.
``(iii) Secretarial duties.--The
Secretary shall establish a cap for the
purposes of this subparagraph which--
``(I) shall be based on the
most recently available data
on--
``(aa) the incidence
of students with the
most significant
cognitive disabilities;
``(bb) the
participation rates,
including by disability
category, on alternate
assessments using
alternate achievement
standards pursuant to
subsection (b)(3)(E);
``(cc) the percentage
of students, including
by disability category,
scoring at each
achievement level on
such alternate
assessments; and
``(dd) other factors
the Secretary deems
necessary; and
``(II) may not exceed 1
percent of all students in the
combined grades assessed.
``(4) Transition provisions.--
``(A) In general.--The Secretary shall take
such steps as necessary to provide for the
orderly transition to the new accountability
and school improvement systems required under
this subsection from prior accountability and
school improvement systems in existence on the
day before the date of enactment of the Student
Success Act.
``(B) Transition.--To enable the successful
transition described in this paragraph, each
State educational agency receiving funds under
this part shall--
``(i) administer assessments that
were in existence on the day before the
date of enactment of the Student
Success Act and beginning not later
than the 2014-2015 school year,
administer high-quality assessments
described in subsection (b)(3);
``(ii) report student performance on
the assessments described in
subparagraph (I), consistent with the
requirements under this title;
``(iii) set a new baseline for
performance targets, as described in
paragraph (2)(C) and (2)(D), once new
high-quality assessments described in
subsection (b)(3) are implemented;
``(iv) implement the accountability
and school improvement requirements of
sections 1111 and 1116, except--
``(I) the State shall not be
required to identify new
persistently low achieving
schools or schools in need of
improvement under section 1116
for 1 year after high-quality
assessments described in
subsection (b)(3) have been
implemented; and
``(II) shall continue to
implement school improvement
requirements of section 1116 in
persistently low achieving
schools and schools in need of
improvement that were
identified as such in the year
prior to implementation of new
high-quality assessments; and
``(v) assist local educational
agencies in providing training and
professional development on the
implementation of new college and
career ready standards and high-quality
assessments.
``(C) End of transition.--The transition
described in this paragraph shall be completed
by no later than 2 years from the date of
enactment of the Student Success Act.
``(d) Other Provisions to Support Teaching and Learning.--
Each State plan shall contain the following:
``(1) Descriptions.--A description of--
``(A) how the State educational agency will
carry out the responsibilities of the State
under section 1116;
``(B) a plan to identify and reduce
inequities in the allocation of State and local
resources, including personnel and nonpersonnel
resources, between schools that are receiving
funds under this title and schools that are not
receiving such funds under this title,
consistent with the requirements in section
1120A, including--
``(i) a description of how the State
will support local educational agencies
in meeting the requirements of section
1120A; and
``(ii) a description of how the State
will support local educational agencies
to align plans under subparagraph (A),
efforts to improve educator supports
and working conditions described in
section 2112(b)(3), and efforts to
improve the equitable distribution of
teachers and principals described in
section 2112(b)(5), with efforts to
improve the equitable allocation of
resources as described in this
subsection;
``(C) how the State educational agency will
ensure that the results of the State
assessments described in subsection (b)(3) and
the school identifications described in
subsection (c)(1), respectively, will be
provided to local educational agencies,
schools, teachers, and parents promptly, but
not later than before the beginning of the
school year following the school year in which
such assessments, other indicators, or
evaluations are taken or completed, and in a
manner that is clear and easy to understand;
``(D) how the State educational agency will
meet the diverse learning needs of students
by--
``(i) identifying and addressing
State-level barriers to implementation
of universal design for learning, as
described in section 5429(b)(21), and
multi-tier system of supports; and
``(ii) developing and making
available to local educational agencies
technical assistance for implementing
universal design for learning, as
described in section 5429(b)(21), and
multi-tier system of supports;
``(E) for a State educational agency that
adopts alternate achievement standards for
students with the most significant cognitive
disabilities under subsection (b)(4)(D)--
``(i) the clear and appropriate
guidelines for individualized education
program teams to apply in determining
when a student's significant cognitive
disability justifies alternate
assessment based on alternate
achievement standards, which shall
include guidelines to ensure--
``(I) students with the most
significant cognitive
disabilities have access to the
general education curriculum
for the grade in which the
student is enrolled;
``(II) participation in an
alternate assessment does not
influence a student's placement
in the least restrictive
environment;
``(III) determinations are
made separately for each
subject and are re-determined
each year during the annual
individualized education
program team meeting;
``(IV) the student's mode of
communication has been
identified and accommodated to
the extent possible; and
``(V) parents of such
students give informed consent
that--
``(aa) their child's
achievement be based on
alternate achievement
standards; and
``(bb) if applicable,
that participation in
such assessments
precludes the student
from completing the
requirements for a
regular secondary
school diploma; and
``(ii) the procedures the State
educational agency will use to ensure
and monitor that individualized
education program teams implement the
requirements of clause (i); and
``(iii) the plan to disseminate
information on and promote use of
appropriate accommodations to increase
the number of students with the most
significant cognitive disabilities who
are assessed using achievement
standards described in subparagraphs
(B) and (C) of subsection (b)(4);
``(F) how the State educational agency will
meet the needs of English learners, including--
``(i) the method for identifying an
English learner that shall be used by
all local educational agencies in the
State;
``(ii) the entrance and exit
requirements for students enrolled in
limited English proficient classes,
which shall--
``(I) be based on rigorous
English language standards; and
``(II) prepare such students
to successfully complete the
State's assessments; and
``(iii) timelines and targets for
moving students from the lowest levels
of English language proficiency to the
State-defined English proficient level,
including an assurance that--
``(I) such targets will be
based on student's initial
language proficiency level when
first identified as limited
English proficient and grade;
and
``(II) such timelines will
ensure students achieve English
proficiency by 18 years of age,
unless the State has obtained
prior approval by the
Secretary;
``(G) how the State educational agency will
assist local educational agencies in improving
instruction in all core academic subjects;
``(H) how the State educational agency will
develop and improve the capacity of local
educational agencies to use technology to
improve instruction; and
``(I) how any State educational agency with a
charter school law will support high-quality
public charter schools that receive funds under
this title by--
``(i) ensuring the quality of the
authorized public chartering agencies
in the State by establishing--
``(I) a system of periodic
evaluation and certification of
public chartering agencies
using nationally-recognized
professional standards; or
``(II) a statewide,
independent chartering agency
that meets nationally-
recognized professional
standards;
``(ii) including in the procedure
established pursuant to clause (i)
requirements for--
``(I) the annual filing and
public reporting of
independently audited financial
statements including disclosure
of amount and duration of any
nonpublic financial and in-kind
contributions of support, by
each public chartering agency,
for each school authorized by
such agency, and by each local
educational agency and the
State;
``(II) the adoption and
enforcement of school employee
compensation and conflict of
interest guidelines for all
schools authorized, which shall
include disclosure of executive
pay and affiliated parties with
financial interest in the
management operations, or
contractual obligations of the
school;
``(III) a legally binding
charter or performance contract
between each charter school and
the school's authorized public
chartering agency that--
``(aa) describes the
rights, duties, and
remedies of the school
and the public
chartering agency; and
``(bb) bases charter
renewal and revocation
decisions on an agreed-
to school
accountability plan
which includes
financial and
organizational
indicators, with
significant weight
given to the student
achievement on the
achievement goals,
performance targets,
and growth targets
established pursuant to
subparagraphs (B), (C),
and (D) of subsection
(c)(2), respectively,
for each student
subgroup described in
subsection (c)(3)(A),
as well as
``(iii) developing and implementing,
in consultation and coordination with
local educational agencies, a system of
intervention, revocation, or closure
for charter schools and public
chartering agencies failing to meet the
requirements and standards described in
clauses (i) and (ii), which, at a
minimum provides for--
``(I) initial and regular
review, no less than once every
3 years, of each public
chartering agency; and
``(II) intervention,
revocation, or closure of any
charter school identified for
school improvement under
section 1116.
``(2) Assurances.--Assurances that--
``(A) the State educational agency will
participate in biennial State academic
assessments of 4th, 8th, and 12th grade
reading, mathematics, and science under the
National Assessment of Educational Progress
carried out under section 303(b)(2) of the
National Assessment of Educational Progress
Authorization Act, if the Secretary pays the
costs of administering such assessments;
``(B) the State educational agency will--
``(i) notify local educational
agencies and the public of the content
and student academic achievement
standards and academic assessments
developed under this section, and of
the authority to operate schoolwide
programs; and
``(ii) fulfill the State educational
agency's responsibilities regarding
local educational agency and school
improvement under section 1116;
``(C) the State educational agency will
encourage local educational agencies to
consolidate funds from other Federal, State,
and local sources for school improvement
activities under 1116 and for schoolwide
programs under section 1114;
``(D) the State educational agency has
modified or eliminated State fiscal and
accounting barriers so that schools can easily
consolidate funds from other Federal, State,
and local sources for schoolwide programs under
section 1114;
``(E) that State educational agency will
coordinate data collection efforts to fulfill
the requirements of this Act and reduce the
duplication of data collection to the extent
practicable;
``(F) the State educational agency will
provide the least restrictive and burdensome
regulations for local educational agencies and
individual schools participating in a program
assisted under this part;
``(G) the State educational agency will
inform local educational agencies in the State
of the local educational agency's authority--
``(i) to transfer funds under title
VI;
``(ii) to obtain waivers under part D
of title IX; and
``(iii) if the State is an Ed-Flex
Partnership State, to obtain waivers
under the Education Flexibility
Partnership Act of 1999;
``(H) the State educational agency will work
with other agencies, including educational
service agencies or other local consortia and
comprehensive centers established under the
Educational Technical Assistance Act of 2002,
and institutions to provide professional
development and technical assistance to local
educational agencies and schools;
``(I) the State educational agency will
ensure that local educational agencies in the
State comply with the requirements of subtitle
B of title VII of the McKinney-Vento Homeless
Assistance Act (42 U.S.C. lll17); and
``(J) the State educational agency has
engaged in timely and meaningful consultation
with representatives of Indian tribes located
in the State in the development of the State
plan to serve local educational agencies under
its jurisdiction in order to--
``(i) improve the coordination of
activities under this Act;
``(ii) meet the purpose of this
title; and
``(iii) meet the unique cultural,
language, and educational needs of
Indian students.
``(e) Family Engagement.--Each State plan shall include a
plan for strengthening family engagement in education. Each
such plan shall, at a minimum, include--
``(1) a description of the State's criteria and
schedule for review and approval of local educational
agency engagement policies and practices pursuant to
section 1112(e)(3);
``(2) a description of the State's system and process
for assessing local educational agency implementation
of section 1118 responsibilities;
``(3) a description of the State's criteria for
identifying local educational agencies that would
benefit from training and support related to family
engagement in education;
``(4) a description of the State's statewide system
of capacity-building and technical assistance for local
educational agencies and schools on effectively
implementing family engagement in education practices
and policies to increase student achievement;
``(5) an assurance that the State will refer to
Statewide Family Engagement Centers, as described in
section 5702, those local educational agencies that
would benefit from training and support related to
family engagement in education; and
``(6) a description of the relationship between the
State educational agency and Statewide Family
Engagement Centers, parent training and information
centers, and community parent resource centers in the
State established under sections 671 and 672 of the
Individuals with Disabilities Education Act.
``(f) Peer Review and Secretarial Approval.--
``(1) Secretarial duties.--The Secretary shall--
``(A) establish a peer-review process to
assist in the review of State plans;
``(B) appoint individuals to the peer-review
process who are representative of parents,
teachers, State educational agencies, local
educational agencies, and experts and who are
familiar with educational standards,
assessments, accountability, the needs of low-
performing schools, and other educational needs
of students;
``(C) approve a State plan within 120 days of
its submission unless the Secretary determines
that the plan does not meet the requirements of
this section;
``(D) if the Secretary determines that the
State plan does not meet the requirements of
this section immediately notify the State of
such determination and the reasons for such
determination;
``(E) not decline to approve a State's plan
before--
``(i) offering the State an
opportunity to revise its plan;
``(ii) providing technical assistance
in order to assist the State to meet
the requirements of this section; and
``(iii) providing a hearing; and
``(F) have the authority to disapprove a
State plan for not meeting the requirements of
this part, but shall not have the authority to
require a State, as a condition of approval of
the State plan, to include in, or delete from,
such plan one or more specific elements of the
State's academic content standards or to use
specific academic assessment instruments or
items.
``(2) State revisions.--A State plan shall be revised
by the State educational agency if the revision is
necessary to satisfy the requirements of this section.
``(3) Public review.--Notifications under this
subsection shall be made available to the public
through the website of the Department, including--
``(A) State plans submitted or resubmitted by
a State;
``(B) peer review comments;
``(C) State plan determinations by the
Secretary, including approvals or disapprovals;
``(D) amendments or changes to State plans;
and
``(E) hearings.
``(g) Duration of the Plan.--
``(1) In general.--Each State plan shall--
``(A) remain in effect for the duration of
the State's participation under this part or 4
years, whichever is shorter; and
``(B) be periodically reviewed and revised as
necessary by the State educational agency to
reflect changes in the State's strategies and
programs under this part, including information
on the progress the State has made in
fulfilling the requirements of this section.
``(2) Renewal.--A State educational agency that
desires to continue participation under this part shall
submit a renewed plan every 4 years, including
information on progress the State has made in--
``(A) implementing college- and career-ready
content and achievement standards and high-
quality assessments described in paragraph (b);
``(B) meeting its goals and performance
targets described in subsection (c)(2); and
``(C) improving the capacity and skills of
teachers and principals as described in section
2112.
``(2) Additional information.--If significant changes
are made to a State's plan, such as the adoption of new
State academic content standards and State student
achievement standards, new academic assessments, or new
performance goals or target, growth goals or targets,
or graduation rate goals or targets, such information
shall be submitted to the Secretary for approval.
``(h) Failure to Meet Requirements.--If a State fails to meet
any of the requirements of this section, the Secretary may
withhold funds for State administration under this part until
the Secretary determines that the State has fulfilled those
requirements.
``(i) Reports.--
``(1) Annual state report card.--
``(A) In general.--A State that receives
assistance under this part shall prepare and
disseminate an annual State report card. Such
dissemination shall include, at a minimum,
publicly posting the report card on the home
page of the State educational agency's website.
``(B) Implementation.--The State report card
shall be--
``(i) concise; and
``(ii) presented in an understandable
and uniform format and, to the extent
practicable, provided in a language
that the parents can understand.
``(C) Required information.--The State shall
include in its annual State report card--
``(i) information, in the aggregate,
and disaggregated and cross-tabulated
by the same major groups as the
decennial census of the population,
ethnicity, gender, disability status,
migrant status, English proficiency,
and status as economically
disadvantaged, except that such
disaggregation and cross-tabulation
shall not be required in a case in
which the number of students in a
category is insufficient to yield
statistically reliable information or
the results would reveal personally
identifiable information about an
individual student on--
``(I) student achievement at
each achievement level on the
State academic assessments
described in subsection (b)(3),
including the most recent 2-
year trend;
``(II) student growth on the
State academic assessments
described in subsection (b)(3),
including the most-recent 2-
year trend;
``(III) the four-year
adjusted cohort rate, the
extended-year graduation rate
(where applicable), and the
graduation rate by type of
diploma, including the most
recent 2-year trend;
``(IV) the State established
equity indicators under
subsection (c)(1)(C);
``(V) the percentage of
students who did not take the
State assessments; and
``(VI) the most recent 2-year
trend in student achievement
and student growth in each
subject area and for each grade
level, for which assessments
under this section are
required;
``(ii) information that provides a
comparison between the actual
achievement levels and growth of each
group of students described in
subsection (c)(3)(A) and the
performance targets and growth targets
in subsection (c)(2) for each such
group of students on each of the
academic assessments and for graduation
rates required under this part;
``(iii) if a State adopts alternate
achievement standards for students with
the most significant cognitive
disabilities, the number and percentage
of students taking the alternate
assessments and information on student
achievement at each achievement level
and student growth, by grade and
subject;
``(iv) the number of students who are
English learners, and the performance
of such students, on the State's
English language proficiency
assessments, including the students'
attainment of, and progress toward,
higher levels of English language
proficiency;
``(v) information on the performance
of local educational agencies in the
State regarding school improvement,
including the number and names of each
school identified for school
improvement under section 1116 and
information on the outcomes of the
equity indicators outlined in section
1111(c)(1)(C);
``(vi) the professional
qualifications of teachers in the
State, the percentage of such teachers
teaching with emergency or provisional
credentials, and the percentage of
classes in the State not taught by
qualified teachers, in the aggregate
and disaggregated by high-poverty
compared to low-poverty schools which,
for the purpose of this clause, means
schools in the top quartile of poverty
and the bottom quartile of poverty in
the State;
``(vii) information on teacher
effectiveness, as determined by the
State, in the aggregate and
disaggregated by high-poverty compared
to low-poverty schools which, for the
purpose of this clause, means schools
in the top quartile of poverty and the
bottom quartile of poverty in the
State;
``(viii) a clear and concise
description of the State's
accountability system, including a
description of the criteria by which
the State educational agency evaluates
school performance, and the criteria
that the State educational agency has
established, consistent with subsection
(c), to determine the status of schools
with respect to school improvement; and
``(ix) outcomes related to quality
charter authorizing standards as
described in subsection (d)(1)(I),
including, at a minimum, annual filing
as described in subsection
(d)(1)(I)(ii)(I).
``(2) Annual local educational agency report cards.--
``(A) Report cards.--A local educational
agency that receives assistance under this part
shall prepare and disseminate an annual local
educational agency report card.
``(B) Minimum requirements.--The State
educational agency shall ensure that each local
educational agency collects appropriate data
and includes in the local educational agency's
annual report the information described in
paragraph (1)(C) as applied to the local
educational agency and each school served by
the local educational agency, and--
``(i) in the case of a local
educational agency--
``(I) the number and
percentage of schools
identified for school
improvement under section 1116
and how long the schools have
been so identified; and
``(II) information that shows
how students served by the
local educational agency
achieved on the statewide
academic assessment compared to
students in the State as a
whole;
``(III) per-pupil
expenditures from Federal,
State, and local sources,
including personnel and
nonpersonnel resources, for
each school in the local
educational agency, consistent
with the requirements under
section 1120A;
``(IV) the number and
percentage of secondary school
students who have been removed
from the 4-year adjusted cohort
by leaver code, and the number
and percentage of students from
each adjusted cohort that have
been enrolled in high school
for more than 4 years but have
not graduated with a regular
diploma; and
``(V) information on the
number of military-connected
students (students who are a
dependent of a member of the
Armed Forces, including reserve
components thereof) served by
the local educational agency
and how such military-dependent
students achieved on the
statewide academic assessment
compared to all students served
by the local educational
agency; and
``(ii) in the case of a school--
``(I) whether the school has
been identified for school
improvement; and
``(II) information that shows
how the school's students
achievement on the statewide
academic assessments and other
improvement indicators compared
to students in the local
educational agency and the
State as a whole.
``(C) Other information.--A local educational
agency may include in its annual local
educational agency report card any other
appropriate information, whether or not such
information is included in the annual State
report card.
``(D) Data.--A local educational agency or
school shall only include in its annual local
educational agency report card data that are
sufficient to yield statistically reliable
information, as determined by the State, and
that do not reveal personally identifiable
information about an individual student.
``(E) Public dissemination.--The local
educational agency shall publicly disseminate
the report cards described in this paragraph to
all schools in the school district served by
the local educational agency and to all parents
of students attending those schools in an
accessible, understandable, and uniform format
and, to the extent practicable, provided in a
language that the parents can understand, and
make the information widely available through
public means, such as posting on the Internet,
distribution to the media, and distribution
through public agencies.
``(3) Preexisting report cards.--A State educational
agency or local educational agency that was providing
public report cards on the performance of students,
schools, local educational agencies, or the State prior
to the date of enactment of the Student Success Act may
use those report cards for the purpose of this
subsection, so long as any such report card is
modified, as may be needed, to contain the information
required by this subsection.
``(4) Cost reduction.--Each State educational agency
and local educational agency receiving assistance under
this part shall, wherever possible, take steps to
reduce data collection costs and duplication of effort
by obtaining the information required under this
subsection through existing data collection efforts.
``(5) Annual state report to the secretary.--Each
State educational agency receiving assistance under
this part shall report annually to the Secretary, and
make widely available within the State--
``(A) information on the State's progress in
developing and implementing
``(i) the college and career ready
standards described in subsection
(b)(2);
``(ii) the academic assessments
described in subsection (b)(3); and
``(iii) the accountability and school
improvement system described in
subsection (c); and
``(B) the annual State report card under
paragraph (1).
``(6) Report to congress.--The Secretary shall
transmit annually to the Committee on Education and the
Workforce of the House of Representatives and the
Committee on Health, Education, Labor, and Pensions of
the Senate a report that provides national and State-
level data on the information collected under paragraph
(5).
``(7) Parents right-to-know.--
``(A) Achievement information.--At the
beginning of each school year, a school that
receives funds under this subpart shall provide
to each individual parent--
``(i) information on the level of
achievement and growth of the parent's
child on each of the State academic
assessments and, as appropriate, other
improvement indicators adopted in
accordance with this subpart; and
``(ii) timely notice that the
parent's child has been assigned, or
has been taught for four or more
consecutive weeks by, a teacher who is
not qualified or has been found to be
ineffective, as determined by the State
or local educational agency.
``(B) Qualifications.--At the beginning of
each school year, a local educational agency
that receives funds under this part shall
notify the parents of each student attending
any school receiving funds under this part,
information regarding the professional
qualifications of the student's classroom
teachers, including, at a minimum, the
following:
``(i) Whether the teacher has met
State qualification and licensing
criteria for the grade levels and
subject areas in which the teacher
provides instruction.
``(ii) Whether the teacher is
teaching under emergency or other
provisional status through which State
qualification or licensing criteria
have been waived.
``(iii) Whether the teacher is
currently enrolled in an alternative
certification program.
``(iv) Whether the child is provided
services by paraprofessionals or
specialized instructional support
personnel and, if so, their
qualifications.
``(C) Format.--The notice and information
provided to parents under this paragraph shall
be in an understandable and uniform format and,
to the extent practicable, provided in a
language that the parents can understand.
``(j) Privacy.--Information collected under this section
shall be collected and disseminated in a manner that protects
the privacy of individuals.
``(k) Technical Assistance.--The Secretary shall provide a
State educational agency, at the State educational agency's
request, technical assistance in meeting the requirements of
this section, including the provision of advice by experts in
the development of college and career ready standards, high-
quality academic assessments, and goals and targets that are
valid and reliable, and other relevant areas.
``(l) Voluntary Partnerships.--A State may enter into a
voluntary partnership with another State to develop and
implement the academic assessments and standards required under
this section.
``(m) Definitions.--In this section:
``(1) Adjusted cohort; extended-year; entering
cohort; transferred into; transferred out.--
``(A) Adjusted cohort.--Subject to
subparagraph (D)(ii) through (G), the term
`adjusted cohort' means the difference of--
``(i) the sum of--
``(I) the entering cohort;
plus
``(II) any students that
transferred into the cohort in
any of grades 9 through 12;
minus
``(ii) any students that are removed
from the cohort as described in
subparagraph (E).
``(B) Extended year.--The term `extended
year' when used with respect to a graduation
rate, means the fifth or sixth year after the
school year in which the entering cohort, as
described in subparagraph (C), is established
for the purpose of calculating the adjusted
cohort.
``(C) Entering cohort.--The term `entering
cohort' means the number of first-time 9th
graders enrolled in a secondary school 1 month
after the start of the secondary school's
academic year.
``(D) Transferred into.--The term
`transferred into' when used with respect to a
secondary school student, means a student who--
``(i) was a first-time 9th grader
during the same school year as the
entering cohort; and
``(ii) enrolls after the entering
cohort is calculated as described in
subparagraph (B).
``(E) Transferred out.--
``(i) In general.--The term
`transferred out' when used with
respect to a secondary school student,
means a student who the secondary
school or local educational agency has
confirmed has transferred to another--
``(I) school from which the
student is expected to receive
a regular secondary school
diploma; or
``(II) educational program
from which the student is
expected to receive a regular
secondary school diploma.
``(ii) Confirmation requirements.--
``(I) Documentation
required.--The confirmation of
a student's transfer to another
school or educational program
described in clause (i)
requires documentation from the
receiving school or program
that the student enrolled in
the receiving school or
program.
``(II) Lack of
confirmation.--A student who
was enrolled, but for whom
there is no confirmation of the
student having transferred out,
shall remain in the cohort as a
non-graduate for reporting and
accountability purposes under
this section.
``(iii) Programs not providing
credit.--A student enrolled in a GED or
other alternative educational program
that does not issue or provide credit
toward the issuance of a regular
secondary school diploma shall not be
considered transferred out.
``(F) Cohort removal.--To remove a student
from a cohort, a school or local educational
agency shall require documentation to confirm
that the student has transferred out, emigrated
to another country, or is deceased.
``(G) Treatment of other leavers and
withdrawals.--A student who was retained in a
grade, enrolled in a GED program, aged-out of a
secondary school or secondary school program,
or left secondary school for any other reason,
including expulsion, shall not be considered
transferred out, and shall remain in the
adjusted cohort.
``(H) Special rule.--For those secondary
schools that start after grade 9, the entering
cohort shall be calculated 1 month after the
start of the secondary school's academic year
in the earliest secondary school grade at the
secondary school.
``(2) 4-year adjusted cohort graduation rate.--The
term `4-year adjusted cohort graduation rate' means the
percent obtained by calculating the product of--
``(A) the result of--
``(i) the number of students who--
``(I) formed the adjusted
cohort 4 years earlier; and
``(II) graduate in 4 years or
less with a regular secondary
school diploma; divided by
``(ii) the number of students who
formed the adjusted cohort for that
year's graduating class 4 years
earlier; multiplied by
``(B) 100.
``(3) Extended-year graduation rate.--The term
`extended-year graduation rate' for a school year is
defined as the percent obtained by calculating the
product of the result of--
``(A) the sum of--
``(i) the number of students who--
``(I) form the adjusted
cohort for that year's
graduating class; and
``(II) graduate in an
extended year with a regular
secondary school diploma; or
``(III) graduate before
exceeding the age for
eligibility for a free
appropriate public education
(as defined in section 602 of
the Individuals with
Disabilities Education Act)
under State law; divided by
``(ii) the result of--
``(I) the number of students
who form the adjusted cohort
for that year's graduating
class; plus
``(II) the number of students
who transferred in during the
extended year defined in
paragraph (1)(B), minus
``(III) students who
transferred out, emigrated, or
died during the extended year
defined in paragraph (1)(B);
multiplied by
``(B) 100.
``(4) Leaver code.--The term `leaver code' means a
number or series of numbers and letters assigned to a
categorical reason for why a student left the high
school from which she or he is enrolled without having
earned a regular high school diploma, except that--
``(A) an individual student with either a
duplicative code or whom has not been assigned
a leaver code shall not be removed from the
cohort assigned for the purpose of calculating
the adjusted cohort graduation rate; and
``(B) the number of students with either a
duplicative leaver code or who have not been
assigned a leaver code shall be included in
reporting requirements for the leaver code.
``(5) Multi-tier system of supports.--The term
`multi-tier system of supports' 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 decision-making using student outcome
data.
``(6) Graduation rate.--The term `graduation rate'
means a 4-year adjusted cohort graduation rate and the
extended-year graduation rate.
``(7) Regular secondary school diploma.--
``(A) The term `regular secondary school
diploma' means standard secondary school
diploma awarded to the preponderance of
students in the State that is fully aligned
with the State's college and career ready
achievement standards as described under
subsection (b)(4), or a higher diploma. Such
term shall not include GED's, certificates of
attendance, or any lesser diploma awards.
``(B) If a State adopts different paths to
the regular secondary school diploma, such
different paths shall--
``(i) be available to all students in
the State;
``(ii) be equally rigorous in their
requirements; and
``(iii) signify that a student is
prepared for college or a career
without the need for remediation.''.
Strike section 117 and insert the following:
SEC. 117. ACADEMIC ASSESSMENT AND LOCAL EDUCATIONAL AGENCY AND SCHOOL
IMPROVEMENT; SCHOOL SUPPORT AND RECOGNITION.
Section 1116 (20 U.S.C. 6316) is amended to read as follows:
``SEC. 1116. SCHOOL IMPROVEMENT.
``(a) Local Review.--
``(1) In general.--Each local educational agency
receiving funds under this part shall--
``(A) use the State academic assessments,
including measures of student growth and
graduation rates, and data on the state-
established equity indicators described in
section 1111(c)(1)(C) to review, annually, the
progress of each school served under this part,
and consistent with the parameters described in
paragraph (2), to determine whether the school
is--
``(i) meeting performance targets,
growth targets, and graduation rate
targets established under section
1111(c)(2); and
``(ii) making progress to address
school challenges identified using the
state- established equity indicators
described in section 1111(c)(1)(C);
``(B) based on the review conducted under
subparagraph (A), determine whether a school
served under this part is--
``(i) in need of support as described
under section 1111(c)(1)(E)(ii); or
``(ii) a high priority school that
meets the State-established paraments
under paragraph (2);
``(C) publicize and disseminate the results
of the local annual review described in
subparagraph (A) to parents, teachers,
principals, schools, and the community so that
the teachers, principals, other staff, and
schools can continually refine, in an
instructionally useful manner, the program of
instruction to help all children served under
this part meet the college and career ready
achievement standards established under section
1111(b); and
``(D) use the equity indicators established
under section 1111(c)(1)(C) to diagnose school
challenges and measure school progress in
carrying out the school improvement activities
under this section.
``(2) High priority schools.--The State educational
agency shall establish parameters, consistent with
section 1111(c)(1)(E)(i), to assist local educational
agencies in identifying high priority schools within
the local educational agency that--
``(A) for elementary schools--
``(i) shall use student achievement
on the assessments required under
section 1111(b)(3), including prior
year data;
``(ii) shall use student growth data
on the assessments under section
1111(b)(3), including prior year data;
and
``(iii) shall use, to a lesser extent
than each of the parameters established
in clauses (i) and (ii), data on the
equity indicators established under
section 1111(c)(1)(C); and
``(B) for secondary schools--
``(i) shall use student achievement
on the assessments required under
section 1111(b)(3), including prior
year data;
``(ii) shall use student growth data
on the assessments under section
1111(b)(3), including prior year data;
``(iii) shall use graduation rate
data, including prior year data; and
``(iv) shall use, to a lesser extent
than each of the parameters established
in clauses (i) through clause (iii),
data on the equity indicators
established under section
1111(c)(1)(C); or
``(v) shall include schools with 4-
year adjusted cohort graduation rates
below 67 percent as high priority
schools.
``(b) School Improvement.--
``(1) In general.--Each school served under this part
determined to be a school in need of support pursuant
to section 1111(c)(1)(C)(ii) or a high-priority school
pursuant to 1111(c)(1)(C)(i), shall form a school
improvement team described in paragraph (2) to develop
and implement a school improvement plan described in
paragraph (3) to improve educational outcomes for all
students and address existing resource inequities.
``(2) School improvement team.--
``(A) In general.--Each school described in
paragraph (1) shall form a school improvement
team, which shall include school leaders,
teachers, parents, community members, and
specialized instructional support personnel.
``(B) Schools in need of support.--Each
school improvement team for a school in need of
support may include an external partner and
representatives of the local educational agency
and the State educational agency.
``(C) High-priority schools.--Each school
improvement team for a high-priority school
shall include an external partner and
representatives of the local educational agency
and the State educational agency.
``(3) School improvement plan.--
``(A) In general.--A school improvement team
shall develop, implement, and make publicly
available a school improvement plan that uses
information available under the accountability
and school improvement system established under
section 1111(c), data available under the early
warning indicator system established under
subsection (c)(5), data on the improvement
indicators established under section
1111(c)(1)(D), and other relevant data to
identify--
``(i) each area in which the school
needs support for improvement;
``(ii) the type of support required;
``(iii) how the school plans to use
comprehensive, evidence-based
strategies to address such needs;
``(iv) how the school will measure
progress in addressing such needs using
the goals and targets and improvement
indicators established under paragraphs
(2) and (1)(D) of section 1111(c),
respectively, and identify which of the
goals and targets are not currently
being met by the school; and
``(v) how the school will review its
progress and make adjustments and
corrections to ensure continuous
improvement.
``(B) Planning period.--The school
improvement team may use a planning period,
which shall not be longer than one school year
to develop and prepare to implement the school
improvement plan.
``(C) Plan requirements.--Each school
improvement plan shall describe the following:
``(i) Planning and preparation.--The
activities during the planning period,
including--
``(I) the preparation
activities conducted to
effectively implement the
budgeting, staffing,
curriculum, and instruction
changes described in the plan;
and
``(II) how the school
improvement team engaged
parents and community
organizations.
``(ii) Targets.--The performance,
growth, and graduation rate targets
that contributed to the school's status
as a school in need of support or high-
priority school, and the school
challenges identified by the school
improvement indicators under section
1111(c)(1)(D).
``(iii) Evidence-based, school
improvement strategies.--Evidence-
based, school improvement strategies to
address the factors and challenges
described in clause (ii), to improve
instruction, including in all core
academic subjects, to improve the
achievement of all students and address
the needs of students identified at the
catch-up level of achievement.
``(iv) Needs and capacity analysis.--
A description and analysis of the
school's ability and the resources
necessary to implement the evidence-
based, school improvement strategies
identified under clause (iii),
including an analysis of--
``(I) staffing resources,
such as the number, experience,
training level, effectiveness
as determined by the State or
local educational agency,
responsibilities, and stability
of existing administrative,
instructional, and non-
instructional staff;
``(II) budget resources,
including how Federal, State,
and local funds are being spent
for instruction and operations
to determine how existing
resources can be aligned and
used to support improvement;
``(III) the school
curriculum;
``(IV) the use of time, such
as the school's schedule and
use of additional learning
time; and
``(V) any additional
resources and staff necessary
to effectively implement the
school improvement activities
identified in the school
improvement plan.
``(v) Identifying roles.--The roles
and responsibilities of the State
educational agency, the local
educational agency, the school and, if
applicable, the external partner in the
school improvement activities,
including providing interventions,
support, and resources necessary to
implement improvements.
``(vi) Plan for evaluation.--The plan
for continuous evaluation of the
evidence-based, school improvement
strategies, including implementation of
and fidelity to the school improvement
plan, that includes at least quarterly
reviews of the effectiveness of such
activities.
``(D) Additional requirements for high-
priority schools.--For a persistently-low
achieving school, the school improvement plan
shall, in addition to the requirements
described in subparagraph (B), describe how the
school will--
``(i) address school-wide factors to
improve student achievement,
including--
``(I) establishing high
expectations for all students,
which at a minimum, align with
the achievement standards and
growth standards under section
1111(b)(4);
``(II) improving school
climate, including student
attendance and school
discipline, through the use of
school-wide positive behavioral
supports and interventions and
other evidence based approaches
to improving school climate;
``(III) ensuring that the
staff charged with implementing
the school improvement plan are
engaged in the plan and the
school turnaround effort;
``(IV) establishing clear--
``(aa) benchmarks for
implementation of the
plan; and
``(bb) targets for
improvement on the
equity indicators under
section 1111(c)(1)(C);
``(ii) organize the school to improve
teaching and learning, including
through--
``(I) strategic use of time,
such as--
``(aa) establishing
common planning time
for teachers and
interdisciplinary teams
who share common groups
of students;
``(bb) redesigning
the school calendar
year or day, such as
through block
scheduling, summer
learning programs, or
increasing the number
of hours or days, in
order to create
additional learning
time; or
``(cc) creating a
flexible school period
to address specific
student academic needs
and interests such as
credit recovery,
electives, enrichment
activities, or service
learning; and
``(II) alignment of resources
to improvement goals, such as
through ensuring that students
in transition grades are taught
by teachers prepared to meet
their specific learning needs;
``(iii) increase teacher and school
leader effectiveness, as determined by
the State or local educational agency,
including through--
``(I) demonstrating the
principal has the skills,
capacity, and record of success
to significantly improve
student achievement and lead a
school turnaround, which may
include replacing the
principal;
``(II) screening all existing
staff at the school, with the
leadership team, through a
process that ensures a rigorous
and fair review of their
applications;
``(III) improving the
recruitment and retention of
qualified and effective
teachers and principals, as
determined by the State or
local educational agency, to
work in the school;
``(IV) professional
development activities that
respond to student and school-
wide needs aligned with the
school improvement plan, such
as--
``(aa) training
teachers, leaders, and
administrators together
with staff from schools
making achievement
goals and performance
targets under the
accountability system
under section 1111(c)
that serve similar
populations and in such
schools;
``(bb) establishing
peer learning and
coaching among
teachers; or
``(cc) facilitating
collaboration,
including through
professional
communities across
subject area and
interdisciplinary
groups and similar
schools;
``(V) appropriately
identifying teachers for each
grade and course; and
``(VI) the development of
effective leadership
structures, supports, and clear
decision making processes, such
as through developing
distributive leadership and
leadership teams;
``(iv) improve curriculum and
instruction, including through--
``(I) demonstrating the
relevance of the curriculum and
learning for all students,
including instruction in all
core academic subjects, and may
include the use of online
course-work as long as such
course-work meets standards of
quality and best practices for
online education;
``(II) increasing access to
rigorous and advanced course-
work, including adoption and
implementation of a college-
and career-ready curriculum,
and evidence-based, engaging
instructional materials aligned
with such a curriculum, for all
students;
``(III) increasing access to
contextualized learning
opportunities aligned with
readiness for postsecondary
education and the workforce,
such as providing--
``(aa) work-based,
project-based, and
service-learning
opportunities; or
``(bb) a high-
quality, college
preparatory curriculum
in the context of a
rigorous career and
technical education
core;
``(IV) regularly collecting
and using data to inform
instruction, such as--
``(aa) through use of
formative assessments;
``(bb) creating and
using common grading
rubrics; or
``(cc) identifying
effective instructional
approaches to meet
student needs; and
``(V) emphasizing core skills
instruction, such as literacy,
across content areas;
``(v) provide students with academic
and social support to address
individual student learning needs,
including through--
``(I) ensuring access to
services and expertise of
specialized instructional
support personnel;
``(II) supporting students at
the catch-up level of
achievement who need intensive
intervention;
``(III) increasing
personalization of the school
experience through learning
structures that facilitate the
development of student and
staff relationships;
``(IV) offering extended-
learning, credit recovery,
mentoring, or tutoring options
of sufficient scale to meet
student needs;
``(V) providing evidence-
based, accelerated learning for
students with academic skill
levels below grade level;
``(VI) coordinating and
increasing access to integrated
services, such as providing
specialized instructional
support personnel;
``(VII) providing
transitional support between
grade-spans, including
postsecondary planning.
``(VIII) meeting the diverse
learning needs of all students
through strategies such as a
multi-tier system of supports
and universal design for
learning, as described in
section 5429(b)(21); and
``(IX) engaging families and
community partners, including
community-based organizations,
organizations representing
underserved populations, Indian
tribes (as appropriate),
organizations assisting parent
involvement, institutions of
higher education, and
businesses, in school
improvement activities through
evidence-based strategies.
``(E) Submission and approval.--The school
improvement team shall submit the school
improvement plan to the local educational
agency or the State educational agency, as
determined by the State educational agency
based on the local educational agency's ability
to effectively monitor and support the school
improvement activities. Upon receiving the
plan, the local educational agency or the State
educational agency, as appropriate, shall--
``(i) establish a peer review process
to assist with review of the school
improvement plan; and
``(ii) promptly review the plan, work
with the school improvement team as
necessary, and approve the plan if the
plan meets the requirements of this
paragraph.
``(F) Revision of plan.--A school improvement
team may revise the school improvement plan as
additional information and data is available.
``(G) Implementation.--A school with the
support and assistance of the local educational
agency shall implement the school improvement
plan expeditiously, but not later than the
beginning of the next full school year after
identification for improvement.
``(4) Evaluation of school improvement.--
``(A) In general.--
``(i) Review.--The State educational
agency or local educational agency, as
determined by the State in accordance
with paragraph (3)(D) shall, annually,
review data with respect to each school
in need of support and each high-
priority school to set clear benchmarks
for progress, to guide adjustments and
corrections, to evaluate whether the
supports and interventions identified
within the school improvement plan are
effective and the school is meeting the
targets for improvement established
under its such plan, and to specify
what actions ensue for schools not
making progress.
``(ii) Data.--In carrying out the
annual review under clause (i), the
school, the local educational agency,
or State educational agency shall
measure progress on--
``(I) student achievement,
student growth, and graduation
rates against the goals and
targets established under
section 1111(c)(2); and
``(II) improvement indicators
as established under section
1111(c)(1)(D).
``(B) Schools in need of support.--If, after
3 years of implementing its school improvement
plan, a school in need of support does not meet
the goals and targets under section 1111(c)(2)
that were identified under the school
improvement plan as not being met by the school
and the improvement indicators established
under section 1111(c)(1)(D), then--
``(i) the local educational agency
shall evaluate school performance and
other data, and provide intensive
assistance to that school in order to
improve the effectiveness of the
interventions; and
``(ii) the State educational agency
or the local educational agency, as
determined by the State, shall
determine whether the school shall
partner with an external partner--
``(I) to revise the school
improvement plan; and
``(II) to improve, and as
appropriate, revise, school
improvement strategies that
meet the requirements of
paragraph (3)(B)(iii).
``(C) High-priority schools.--If, after 3
years of implementing its school improvement
plan, a high-priority school does not
demonstrate progress on the goals and targets
under section 1111(c)(2) that were identified
under the school improvement plan as not being
met by the school or the equity indicators
established under section 1111(c)(1)(C), then--
``(i) the local educational agency,
in collaboration with the State
educational agency, shall determine
actionable next steps which may include
school closure, replacement, or State
take-over of such school, shall provide
all students enrolled with new high-
quality educational options;
``(ii) the local educational agency,
and as appropriate the State
educational agency, shall develop and
implement a plan to assist with any
resulting transition of the school
under clause (i) that--
``(I) is developed in
consultation with parents and
the community;
``(II) addresses the needs of
the students at the school by
considering strategies such
as--
``(aa) opening a new
school;
``(bb) graduating out
current students and
closing the school in
stages; and
``(cc) enrolling the
students who attended
the school in other
schools in the local
educational agency that
are higher achieving,
provided the other
schools are within
reasonable proximity to
the closed school and
ensures receiving
schools have the
capacity to enroll
incoming students; and
``(III) provides information
about high-quality educational
options and transition and
support services to students
who attended that school and
their parents.
``(D) Persistently low achieving school.--If,
after 5 years of implementing its school
improvement plan, a persistently low achieving
school does not demonstrate progress on the
goals and targets under section 1111(c)(2) that
were identified under the school improvement
plan, then the local educational agency, in
collaboration with the State educational
agency, shall determine actionable next steps,
which may include school closure, replacement,
or State take-over of such school, and shall
provide all students with enrolled new high-
quality educational options, as described in
subparagraph (C).
``(c) Local Educational Agency Responsibilities.--A local
educational agency served by this part, in supporting the
schools identified as a school in need of support or a high-
priority school served by the agency, shall--
``(1) address resource inequities to improve student
achievement by--
``(A) targeting resources and support to
those schools identified as high priority or as
in need of support, including additional
resources and staff necessary to implement the
school improvement plan, as described in
subsection (b)(3)(C)(iv)(V), and
``(B) ensuring the local educational agency
budget calendar is aligned with school staff
and budgeting needs;
``(2) address local educational agency-wide factors
to improve student achievement by--
``(A) supporting the use of data to improve
teaching and learning through--
``(i) improving longitudinal data
systems;
``(ii) regularly analyzing and
disseminating usable data to educators,
parents, and students;
``(iii) building the data and
assessment literacy of teachers and
principals; and
``(iv) evaluating at kindergarten
entry the kindergarten readiness of
children and addressing the educational
and development needs determined by
such evaluation;
``(B) addressing school transition needs of
the local educational agency by--
``(i) using kindergarten readiness
data to consider improving access to
high-quality early education
opportunities; and
``(ii) providing targeted research-
based interventions to middle schools
that feed into high schools identified
for school improvement under this
section;
``(C) supporting human capital systems that
ensure there is a sufficient pool of qualified
and effective teachers and school leaders, as
determined by the State or local educational
agency, to work in schools served by the local
educational agency;
``(D) developing support for school
improvement plans among key stakeholders such
as parents and families, community groups
representing underserved populations, Indian
tribes (as appropriate), educators, and
teachers;
``(E) carrying out administrative duties
under this section, including evaluation for
school improvement and technical assistance for
schools; and
``(F) coordinating activities under this
section with other relevant State and local
agencies, as appropriate;
``(3) supporting professional development activities
for teachers, school leaders, and specialized
instructional support personnel aligned to school
improvement activities;
``(4) address curriculum and instruction factors to
improve student achievement by--
``(A) ensuring curriculum alignment with the
State's early learning standards and
postsecondary education programs;
``(B) providing academically rigorous
education options such as--
``(i) effective dropout prevention,
credit and dropout recovery and
recuperative education programs for
disconnected youth and students who are
not making sufficient progress to
graduate high school in the standard
number of years or who have dropped out
of high school;
``(ii) providing students with
postsecondary learning opportunities,
such as through access to a relevant
curriculum or course of study that
enables a student to earn a secondary
school diploma and--
``(I) an associate's degree;
or
``(II) not more than 2 years
of transferable credit toward a
postsecondary degree or
credential;
``(iii) integrating rigorous academic
education with career training,
including training that leads to
postsecondary credentials for students;
``(iv) increasing access to Advanced
Placement or International
Baccalaureate courses and examinations;
or
``(v) developing and utilizing
innovative, high quality distance
learning strategies to improve student
academic achievement; and
``(C) considering how technology can be used
to support school improvement activities;
``(5) address student support factors to improve
student achievement by--
``(A) establishing an early warning indicator
system to identify students who are at risk of
dropping out of high school and to guide
preventive and recuperative school improvement
strategies, including--
``(i) identifying and analyzing the
academic risk factors that most
reliably predict dropouts by using
longitudinal data of past cohorts of
students;
``(ii) identifying specific
indicators of student progress and
performance, such as attendance,
academic performance in core courses,
and credit accumulation, to guide
decision making;
``(iii) identifying or developing a
mechanism for regularly collecting and
analyzing data about the impact of
interventions on the indicators of
student progress and performance; and
``(iv) analyzing academic indicators
to determine whether students are on
track to graduate secondary school in
the standard numbers of years; and
``(B) identifying and implementing strategies
for pairing academic support with integrated
student services and case-managed interventions
for students requiring intensive supports which
may include partnerships with other external
partners;
``(6) promote family outreach and engagement in
school improvement activities, including those required
by section 1118, to improve student achievement;
``(7) for each school identified for school
improvement, ensure the provision of technical
assistance as the school develops and implements the
school improvement plan throughout the plan's duration;
and
``(8) identify school improvement strategies that are
consistently improving student outcomes and disseminate
those strategies so that all schools can implement
them.
``(d) State Educational Agency Responsibilities.--A State
educational agency served by this part, in supporting schools
identified as a school in need of support or a high-priority
school and the local educational agencies serving such schools,
shall--
``(1) assess and address local capacity constraints
to ensure that its local educational agencies can meet
the requirements of this section;
``(2) target resources and support to those schools
in the State that are identified as a school in need of
support or a high-priority school and to local
educational agencies serving such schools, including
additional resources necessary to implement the school
improvement plan as described in subsection
(b)(3)(C)(iv)(V);
``(3) provide support and technical assistance,
including assistance to school leaders, teachers, and
other staff, to assist local educational agencies and
schools in using data to support school equity and in
addressing the equity indicators described in section
1111(c)(1)(C);
``(4) identify school improvement strategies that are
consistently improving student outcomes and disseminate
those strategies so that all schools can implement
them;
``(5) leverage resources from other funding sources,
such as school improvement funds, technology funds, and
professional development funds to support school
improvement activities;
``(6) provide a statewide system of support,
including regional support services, to improve
teaching, learning, and student outcomes;
``(7) assist local educational agencies in developing
early warning indicator systems;
``(8) with respect to schools that will work with
external partners to improve student achievement--
``(A) develop and apply objective criteria to
potential external partners that are based on a
demonstrated record of effectiveness in school
improvement;
``(B) maintain an updated list of approved
external partners across the State;
``(C) develop, implement, and publicly report
on standards and techniques for monitoring the
quality and effectiveness of the services
offered by approved external partners, and for
withdrawing approval from external partners
that fail to improve high-priority schools; and
``(D) may identify external partners as
approved, consistent with the requirements
under paragraph (7), who agree to provide
services on the basis of receiving payments
only when student achievement has increased at
an appropriate level as determined by the State
educational agency and school improvement team
under subsection (b)(2); and
``(9) carry out administrative duties under this
section, including providing monitoring and technical
assistance to local educational agencies and schools.
``(e) Rules of Construction.--Nothing in this section shall
be construed--
``(1) to alter or otherwise affect the rights,
remedies, and procedures afforded school or local
educational agency employees under Federal, State, or
local laws (including applicable regulations or court
orders) or under the terms of collective bargaining
agreements, memoranda of understanding, or other
agreements between such employees and their employers;
``(2) to require a child to participate in an early
learning program; or
``(3) to deny entry to kindergarten for any
individual if the individual is legally eligible, as
defined by State or local law.
``(f) Definition.--In this section, the term `external
partner' means an entity--
``(1) that is an organization such as a nonprofit
organization, community-based organization, local
education fund, service organization, educational
service agency, or institution of higher education; and
``(2) that has demonstrated expertise, effectiveness,
and a record of success in providing evidence-based
strategies and targeted support such as data analysis,
professional development, or provision of nonacademic
support and integrated student services to local
educational agencies, schools, or students that leads
to improved teaching, learning, and outcomes for
students.''.
----------
PART B--TEXT OF AMENDMENT TO H.R. 2647 CONSIDERED AS ADOPTED
Page 6, lines 16 and 17, strike ``fire-impacted lands
following a large-scale wildfire'' and insert ``impacted lands
following a large-scale catastrophic event''.
Page 12, line 6 strike ``second fiscal year'' and insert
``fifth fiscal year''.
Page 16, line 11, strike ``used to for'' and insert ``used
for''.
Page 17, after line 21, insert the following:
(d) Timeline for Public Input Process.--Notwithstanding any
other provision of law, in the case of a salvage operation or
reforestation activity proposed to be conducted on National
Forest System lands or public lands adversely impacted by a
large-scale catastrophic event, the Secretary concerned shall
allow 30 days for public scoping and comment, 15 days for
filing an objection, and 15 days for the agency response to the
filing of an objection. Upon completion of this process and
expiration of the period specified in subsection (a), the
Secretary concerned shall implement the project immediately.
Page 23, strike lines 9 and 10, and insert the following:
(A) include the sale of timber or other
forest products, reduce fire risks, or improve
water supplies; and
Page 24, strike line 14 and all that follows through page 25,
line 3, and insert the following:
(A) Temporary reduction.--During the period
beginning on the date of the enactment of this
paragraph and ending on September 30, 2020, a
resource advisory committee established under
this section may be comprised of 9 or more
members, of which--
(i) at least 3 shall be
representative of interests described
in subparagraph (A) of paragraph (2);
(ii) at least 3 shall be
representative of interests described
in subparagraph (B) of paragraph (2);
and
(iii) at least 3 shall be
representative of interests described
in subparagraph (C) of paragraph (2).
Page 26, line 14, strike ``committee.'' and insert
``committee, including at least 1 member from each of the 3
categories described in subsection (d)(2).''.
Page 29, after line 22, insert the following new section:
SEC. 405. TREATMENT AS SUPPLEMENTAL FUNDING.
Section 102 of the Secure Rural Schools and Community Self-
Determination Act of 2000 (16 U.S.C. 7112) is amended by adding
at the end the following new subsection:
``(f) Treatment as Supplemental Funding.--None of the funds
made available to a beneficiary county or other political
subdivision of a State under this Act shall be used in lieu of
or to otherwise offset State funding sources for local schools,
facilities, or educational purposes.''.
Page 43, line 9, strike ``and''.
Page 43, line 12, strike the period at the end and insert ``;
and''.
Page 43, after line 12, and insert the following:
(E) ensure that all commercial timber removed
from the Federal forest land is sold on a
competitive bid basis.
Page 52, line 25, after ``funds'' insert the following: ``,
only from the account established pursuant to subsection
(b),''.
At the end of title VIII (page 48, after line 14), add the
following new sections:
SEC. 807. APPLICATION OF NORTHWEST FOREST PLAN SURVEY AND MANAGE
MITIGATION MEASURE STANDARD AND GUIDELINES.
The Northwest Forest Plan Survey and Manage Mitigation
Measure Standard and Guidelines shall not apply to any National
Forest System lands or public lands.
SEC. 808. MANAGEMENT OF BUREAU OF LAND MANAGEMENT LANDS IN WESTERN
OREGON.
(a) General Rule.--All of the public land managed by the
Bureau of Land Management in the Salem District, Eugene
District, Roseburg District, Coos Bay District, Medford
District and the Klamath Resource Area of the Lakeview District
in the State of Oregon shall hereafter be managed pursuant to
title I of the of the Act of August 28, 1937 (43 U.S.C. 1181a
through 1181e). Except as provided in subsection (b), all of
the revenue produced from such land shall be deposited in the
Treasury of the United States in the Oregon and California
land-grant fund and be subject to the provisions of title II of
the Act of August 28, 1937 (43 U.S.C. 1181f).
(b) Certain Lands Excluded.--Subsection (a) does not apply to
any revenue that is required to be deposited in the Coos Bay
Wagon Road grant fund pursuant to sections 1 through 4 of the
Act of May 24, 1939 (43 U.S.C. 1181f-1 through f-4).
SEC. 809. BUREAU OF LAND MANAGEMENT RESOURCE MANAGEMENT PLANS.
(a) Additional Analysis and Alternatives.--To develop a full
range of reasonable alternatives as required by the National
Environmental Policy Act of 1969, the Secretary of the Interior
shall develop and consider in detail a reference analysis and
two additional alternatives as part of the revisions of the
resource management plans for the Bureau of Land Management's
Salem, Eugene, Coos Bay, Roseburg, and Medford Districts and
the Klamath Resource Area of the Lakeview District.
(b) Reference Analysis.--The reference analysis required by
subsection (a) shall measure and assume the harvest of the
annual growth net of natural mortality for all forested land in
the planning area in order to determine the maximum sustained
yield capacity of the forested land base and to establish a
baseline by which the Secretary of the Interior shall measure
incremental effects on the sustained yield capacity and
environmental impacts from management prescriptions in all
other alternatives.
(c) Additional Alternatives.--
(1) Carbon sequestration alternative.--The Secretary
of the Interior shall develop and consider an
additional alternative with the goal of maximizing the
total carbon benefits from forest storage and wood
product storage. To the extent practicable, the
analysis shall consider--
(A) the future risks to forest carbon from
wildfires, insects, and disease;
(B) the amount of carbon stored in products
or in landfills;
(C) the life cycle benefits of harvested wood
products compared to non-renewable products;
and
(D) the energy produced from wood residues.
(2) Sustained yield alternative.--The Secretary of
the Interior shall develop and consider an additional
alternative that produces the greater of 500 million
board feet or the annual net growth on the acres
classified as timberland, excluding any congressionally
reserved areas. The projected harvest levels, as nearly
as practicable, shall be distributed among the
Districts referred to in subsection (a) in the same
proportion as the maximum yield capacity of each such
District bears to maximum yield capacity of the
planning area as a whole.
(d) Additional Analysis and Public Participation.--The
Secretary of the Interior shall publish the reference analysis
and additional alternatives and analyze their environmental and
economic consequences in a supplemental draft environmental
impact statement. The draft environmental impact statement and
supplemental draft environmental impact statement shall be made
available for public comment for a period of not less than 180
days. The Secretary shall respond to any comments received
before making a final decision between all alternatives.
(e) Rule of Construction.--Nothing in this section shall
affect the obligation of the Secretary of the Interior to
manage the timberlands as required by the Act of August 28,
1937 (50 Stat. 874; 43 U.S.C. 1181a-1181j).
----------
PART C--TEXT OF AMENDMENTS TO H.R 2647 MADE IN ORDER
1. An Amendment To Be Offered by Representative Polis of Colorado or
His Designee, Debatable for 10 Minutes
Strike section 203.
Strike title III.
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2. An Amendment To Be Offered by Representative Tipton of Colorado or
His Designee, Debatable for 10 Minutes
Page 33, after line 21, insert the following new section:
SEC. 505. FIRE LIABILITY PROVISION.
Section 604(d) of the Healthy Forests Restoration Act of 2003
(16 U.S.C. 6591c(d)) is amended by adding at the end the
following new paragraph:
``(8) Modification.--Upon the request of the
contractor, a contract or agreement under this section
awarded before February 7, 2014, shall be modified by
the Chief or Director to include the fire liability
provisions described in paragraph (7).''.
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3. An Amendment To Be Offered by Representative Lujan Grisham of New
Mexico or Her Designee, Debatable for 10 Minutes
Page 44, after line 15, insert the following:
SEC. 703. TRIBAL FOREST MANAGEMENT DEMONSTRATION PROJECT.
The Secretary of the Interior and the Secretary of
Agriculture may carry out demonstration projects by which
federally recognized Indian tribes or tribal organizations may
contract to perform administrative, management, and other
functions of programs of the Tribal Forest Protection Act of
2004 (25 U.S.C. 3115a et seq.) through contracts entered into
under the Indian Self -Determination and Education Assistance
Act (25 U.S.C. 450 et seq).
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4. An Amendment To Be Offered by Representative Kilmer of Washington or
His Designee, Debatable for 10 Minutes
At the end of title VIII, add the following new section:
SEC. 807. LANDSCAPE-SCALE FOREST RESTORATION PROJECT.
The Secretary of Agriculture shall develop and implement at
least one landscape-scale forest restoration project that
includes, as a defined purpose of the project, the generation
of material that will be used to promote advanced wood
products. The project shall be developed through a
collaborative process.
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