SEC. 2103/2123

  LOCAL USES OF FUNDS

 

 

Section Summary

 


ESSA Update

``SEC. 2103. <<NOTE: 20 USC 6613.>> LOCAL USES OF FUNDS.

    ``(a) In General.--A local educational agency that receives a
subgrant under section 2102 shall use the funds made available through
the subgrant to develop, implement, and evaluate comprehensive programs
and activities described in subsection (b), which may be carried out--
            ``(1) through a grant or contract with a for-profit or
        nonprofit entity; or
            ``(2) in partnership with an institution of higher education
        or an Indian tribe or tribal organization (as such terms are
        defined under section 4 of the Indian Self-Determination and
        Education Assistance Act (25 U.S.C. 450b)).

[[Page 129 STAT. 1927]]

    ``(b) Types of Activities.--The programs and activities described in
this subsection--
            ``(1) shall be in accordance with the purpose of this title;
            ``(2) shall address the learning needs of all students, 
        including children with disabilities, English learners, and
        gifted and talented students; and
            ``(3) may include, among other programs and activities--
                    ``(A) developing or improving a rigorous, 
                transparent, and fair evaluation and support system for
                teachers, principals, or other school leaders that--
                          ``(i) is based in part on evidence of student
                      achievement, which may include student growth; and
                          ``(ii) shall include multiple measures of
                      educator performance and provide clear, timely, 
                      and useful feedback to teachers, principals, or
                      other school leaders;
                    ``(B) developing and implementing initiatives to
                assist in recruiting, hiring, and retaining effective
                teachers, particularly in low-income schools with high
                percentages of ineffective teachers and high percentages
                of students who do not meet the challenging State
                academic standards, to improve within-district equity in
                the distribution of teachers, consistent with section
                1111(g)(1)(B), such as initiatives that provide--
                          ``(i) expert help in screening candidates and
                      enabling early hiring;
                          ``(ii) differential and incentive pay for
                      teachers, principals, or other school leaders in
                      high-need academic subject areas and specialty
                      areas, which may include performance-based pay
                      systems;
                          ``(iii) teacher, paraprofessional, principal, 
                      or other school leader advancement and
                      professional growth, and an emphasis on leadership
                      opportunities, multiple career paths, and pay
                      differentiation;
                          ``(iv) new teacher, principal, or other school
                      leader induction and mentoring programs that are
                      designed to--
                                    ``(I) improve classroom instruction
                                and student learning and achievement; 
                                and
                                    ``(II) increase the retention of
                                effective teachers, principals, or other
                                school leaders;
                          ``(v) the development and provision of
                      training for school leaders, coaches, mentors, and
                      evaluators on how accurately to differentiate
                      performance, provide useful feedback, and use
                      evaluation results to inform decisionmaking about
                      professional development, improvement strategies, 
                      and personnel decisions; and
                          ``(vi) a system for auditing the quality of
                      evaluation and support systems;
                    ``(C) recruiting qualified individuals from other
                fields to become teachers, principals, or other school
                leaders, including mid-career professionals from other
                occupations, former military personnel, and recent
                graduates of institutions of higher education with
                records of academic distinction who demonstrate
                potential to become effective teachers, principals, or
                other school leaders;
                    ``(D) reducing class size to a level that is
                evidence-based, to the extent the State (in consultation
                with local

[[Page 129 STAT. 1928]]

                educational agencies in the State) determines that such
                evidence is reasonably available, to improve student
                achievement through the recruiting and hiring of
                additional effective teachers;
                    ``(E) providing high-quality, personalized
                professional development that is evidence-based, to the
                extent the State (in consultation with local educational
                agencies in the State) determines that such evidence is
                reasonably available, for teachers, instructional
                leadership teams, principals, or other school leaders, 
                that is focused on improving teaching and student
                learning and achievement, including supporting efforts
                to train teachers, principals, or other school leaders
                to--
                          ``(i) effectively integrate technology into
                      curricula and instruction (including education
                      about the harms of copyright piracy);
                          ``(ii) use data to improve student achievement
                      and understand how to ensure individual student
                      privacy is protected, as required under section
                      444 of the General Education Provisions Act
                      (commonly known as the `Family Educational Rights
                      and Privacy Act of 1974') (20 U.S.C. 1232g) and
                      State and local policies and laws in the use of
                      such data;
                          ``(iii) effectively engage parents, families, 
                      and community partners, and coordinate services
                      between school and community;
                          ``(iv) help all students develop the skills
                      essential for learning readiness and academic
                      success;
                          ``(v) develop policy with school, local
                      educational agency, community, or State leaders; 
                      and
                          ``(vi) participate in opportunities for
                      experiential learning through observation;
                    ``(F) developing programs and activities that
                increase the ability of teachers to effectively teach
                children with disabilities, including children with
                significant cognitive disabilities, and English
                learners, which may include the use of multi-tier
                systems of support and positive behavioral intervention
                and supports, so that such children with disabilities
                and English learners can meet the challenging State
                academic standards;
                    ``(G) providing programs and activities to
                increase--
                          ``(i) the knowledge base of teachers, 
                      principals, or other school leaders on instruction
                      in the early grades and on strategies to measure
                      whether young children are progressing; and
                          ``(ii) the ability of principals or other
                      school leaders to support teachers, teacher
                      leaders, early childhood educators, and other
                      professionals to meet the needs of students
                      through age 8, which may include providing joint
                      professional learning and planning activities for
                      school staff and educators in preschool programs
                      that address the transition to elementary school;
                    ``(H) providing training, technical assistance, and
                capacity-building in local educational agencies to
                assist teachers, principals, or other school leaders
                with selecting

[[Page 129 STAT. 1929]]

                and implementing formative assessments, designing
                classroom-based assessments, and using data from such
                assessments to improve instruction and student academic
                achievement, which may include providing additional time
                for teachers to review student data and respond, as
                appropriate;
                    ``(I) carrying out in-service training for school
                personnel in--
                          ``(i) the techniques and supports needed to
                      help educators understand when and how to refer
                      students affected by trauma, and children with, or
                      at risk of, mental illness;
                          ``(ii) the use of referral mechanisms that
                      effectively link such children to appropriate
                      treatment and intervention services in the school
                      and in the community, where appropriate;
                          ``(iii) forming partnerships between school-
                      based mental health programs and public or private
                      mental health organizations; and
                          ``(iv) addressing issues related to school
                      conditions for student learning, such as safety, 
                      peer interaction, drug and alcohol abuse, and
                      chronic absenteeism;
                    ``(J) providing training to support the
                identification of students who are gifted and talented, 
                including high-ability students who have not been
                formally identified for gifted education services, and
                implementing instructional practices that support the
                education of such students, such as--
                          ``(i) early entrance to kindergarten;
                          ``(ii) enrichment, acceleration, and
                      curriculum compacting activities; and
                          ``(iii) dual or concurrent enrollment programs
                      in secondary school and postsecondary education;
                    ``(K) supporting the instructional services provided
                by effective school library programs;
                    ``(L) providing training for all school personnel, 
                including teachers, principals, other school leaders, 
                specialized instructional support personnel, and
                paraprofessionals, regarding how to prevent and
                recognize child sexual abuse;
                    ``(M) developing and providing professional
                development and other comprehensive systems of support
                for teachers, principals, or other school leaders to
                promote high-quality instruction and instructional
                leadership in science, technology, engineering, and
                mathematics subjects, including computer science;
                    ``(N) developing feedback mechanisms to improve
                school working conditions, including through
                periodically and publicly reporting results of educator
                support and working conditions feedback;
                    ``(O) providing high-quality professional
                development for teachers, principals, or other school
                leaders on effective strategies to integrate rigorous
                academic content, career and technical education, and
                work-based learning (if appropriate), which may include
                providing common planning time, to help prepare students
                for postsecondary education and the workforce; and

[[Page 129 STAT. 1930]]

                    ``(P) carrying out other activities that are
                evidence-based, to the extent the State (in consultation
                with local educational agencies in the State) determines
                that such evidence is reasonably available, and
                identified by the local educational agency that meet the
                purpose of this title.


NCLB Text

``SEC. 2123. LOCAL USE OF FUNDS. <<NOTE: 20 USC 6623.>> 

    ``(a) In General.--A local educational agency that receives a
subgrant under section 2121 shall use the funds made available through
the subgrant to carry out one or more of the following activities, 
including carrying out the activities through a grant or contract with a
for-profit or nonprofit entity:
            ``(1) Developing and implementing mechanisms to assist
        schools in effectively recruiting and retaining highly qualified
        teachers, including specialists in core academic subjects, 
        principals, and pupil services personnel, except that funds made
        available under this paragraph may be used for pupil services
        personnel only--
                    ``(A) if the local educational agency is making
                progress toward meeting the annual measurable objectives
                described in section 1119(a)(2); and
                    ``(B) in a manner consistent with mechanisms to
                assist schools in effectively recruiting and retaining
                highly qualified teachers and principals.
            ``(2) Developing and implementing initiatives to assist in
        recruiting highly qualified teachers (particularly initiatives
        that have proven effective in retaining highly qualified
        teachers), and hiring highly qualified teachers, who will be
        assigned teaching positions within their fields, including--
                    ``(A) providing scholarships, signing bonuses, or
                other financial incentives, such as differential pay, 
                for teachers to teach--
                          ``(i) in academic subjects in which there
                      exists a shortage of highly qualified teachers
                      within a school or within the local educational
                      agency; and

[[Page 115 STAT. 1631]]

                          ``(ii) in schools in which there exists a
                      shortage of highly qualified teachers;
                    ``(B) recruiting and hiring highly qualified
                teachers to reduce class size, particularly in the early
                grades; and
                    ``(C) establishing programs that--
                          ``(i) train and hire regular and special
                      education teachers (which may include hiring
                      special education teachers to team-teach in
                      classrooms that contain both children with
                      disabilities and nondisabled children);
                          ``(ii) train and hire highly qualified
                      teachers of special needs children, as well as
                      teaching specialists in core academic subjects who
                      will provide increased individualized instruction
                      to students;
                          ``(iii) recruit qualified professionals from
                      other fields, including highly qualified
                      paraprofessionals, and provide such professionals
                      with alternative routes to teacher certification, 
                      including developing and implementing hiring
                      policies that ensure comprehensive recruitment
                      efforts as a way to expand the applicant pool, 
                      such as through identifying teachers certified
                      through alternative routes, and using a system of
                      intensive screening designed to hire the most
                      qualified applicants; and
                          ``(iv) provide increased opportunities for
                      minorities, individuals with disabilities, and
                      other individuals underrepresented in the teaching
                      profession.
            ``(3) Providing professional development activities--
                    ``(A) that improve the knowledge of teachers and
                principals and, in appropriate cases, paraprofessionals, 
                concerning--
                          ``(i) one or more of the core academic
                      subjects that the teachers teach; and
                          ``(ii) effective instructional strategies, 
                      methods, and skills, and use of challenging State
                      academic content standards and student academic
                      achievement standards, and State assessments, to
                      improve teaching practices and student academic
                      achievement; and
                    ``(B) that improve the knowledge of teachers and
                principals and, in appropriate cases, paraprofessionals, 
                concerning effective instructional practices and that--
                          ``(i) involve collaborative groups of teachers
                      and administrators;
                          ``(ii) provide training in how to teach and
                      address the needs of students with different
                      learning styles, particularly students with
                      disabilities, students with special learning needs
                      (including students who are gifted and talented), 
                      and students with limited English proficiency;
                          ``(iii) provide training in methods of--
                                    ``(I) improving student behavior in
                                the classroom; and
                                    ``(II) identifying early and
                                appropriate interventions to help
                                students described in clause (ii) learn;
                          ``(iv) provide training to enable teachers and
                      principals to involve parents in their child's
                      education,

[[Page 115 STAT. 1632]]

                      especially parents of limited English proficient
                      and immigrant children; and
                          ``(v) provide training on how to understand
                      and use data and assessments to improve classroom
                      practice and student learning.
            ``(4) Developing and implementing initiatives to promote
        retention of highly qualified teachers and principals, 
        particularly within elementary schools and secondary schools
        with a high percentage of low-achieving students, including
        programs that provide--
                    ``(A) teacher mentoring from exemplary teachers, 
                principals, or superintendents;
                    ``(B) induction and support for teachers and
                principals during their first 3 years of employment as
                teachers or principals, respectively;
                    ``(C) incentives, including financial incentives, to
                retain teachers who have a record of success in helping
                low-achieving students improve their academic
                achievement; or
                    ``(D) incentives, including financial incentives, to
                principals who have a record of improving the academic
                achievement of all students, but particularly students
                from economically disadvantaged families, students from
                racial and ethnic minority groups, and students with
                disabilities.
            ``(5) Carrying out programs and activities that are designed
        to improve the quality of the teacher force, such as--
                    ``(A) innovative professional development programs
                (which may be provided through partnerships including
                institutions of higher education), including programs
                that train teachers and principals to integrate
                technology into curricula and instruction to improve
                teaching, learning, and technology literacy, are
                consistent with the requirements of section 9101, and
                are coordinated with activities carried out under part
                D;
                    ``(B) development and use of proven, cost-effective
                strategies for the implementation of professional
                development activities, such as through the use of
                technology and distance learning;
                    ``(C) tenure reform;
                    ``(D) merit pay programs; and
                    ``(E) testing of elementary school and secondary
                school teachers in the academic subjects that the
                teachers teach.
            ``(6) Carrying out professional development activities
        designed to improve the quality of principals and
        superintendents, including the development and support of
        academies to help talented aspiring or current principals and
        superintendents become outstanding managers and educational
        leaders.
            ``(7) Hiring highly qualified teachers, including teachers
        who become highly qualified through State and local alternative
        routes to certification, and special education teachers, in
        order to reduce class size, particularly in the early grades.
            ``(8) Carrying out teacher advancement initiatives that
        promote professional growth and emphasize multiple career paths
        (such as paths to becoming a career teacher, mentor teacher, or
        exemplary teacher) and pay differentiation.
            ``(10) Carrying out programs and activities related to
        exemplary teachers.

[[Page 115 STAT. 1633]]

    ``(b) Supplement, Not Supplant.--Funds received under this subpart
shall be used to supplement, and not supplant, non-Federal funds that
would otherwise be used for activities authorized under this subpart.