Sec. 1112. Local educational agency plans
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Section 1112 (20 U.S.C. 6312) is amended to read as follows: A local educational agency may receive a subgrant under this part for any fiscal year only if such agency has on file with the State educational agency a plan, approved by the State educational agency, that is coordinated with other programs under this Act, the Individuals with Disabilities Education Act, the Carl D. Perkins Career and Technical Education Act of 2006, the McKinney-Vento Homeless Assistance Act, and other Acts, as appropriate, and activities under title IX of the Education Amendments of 1972.
The plan may be submitted as part of a consolidated application under section 9305. Each local educational agency plan shall be developed in consultation with— teachers, principals, administrators, and other appropriate school personnel; representatives of early childhood education programs in the geographic area served by the local educational agency, as appropriate; and parents and family members of children in schools served under this part. Each local educational agency plan shall be submitted pursuant to this section for the first year for which this part is in effect following the date of enactment of the Strengthening America's Schools Act of 2013 , and such plan shall remain in effect until the date of renewal as determined under paragraph
(4)by the State. Each local educational agency shall periodically review and, as necessary, revise its plan to reflect changes in the local educational agency’s strategies and programs under this part, and changes in the State performance targets under section 1111(a)(3). A local educational agency that desires to continue participating in the program under this part shall submit a renewed plan on a periodic basis, as determined by the State. Each local educational agency plan shall be filed according to a schedule established by the State educational agency. The State educational agency shall approve a local educational agency’s plan only if the State educational agency determines that the local educational agency’s plan— enables schools served under this part to substantially help children served under this part meet the academic content and student academic achievement standards expected of all children described in section 1111(a)(1) and the performance targets described in section 1111(a)(3)(C); and meets the requirements of this part. In order to help low-achieving children meet college and career ready student academic achievement standards, and to close the achievement gap between high- and low-achieving children each local educational agency plan shall describe each of the following: How the local educational agency will work with each of the schools served by the agency to— develop and implement a comprehensive program of instruction to meet the academic needs of all students; identify quickly and effectively students who may be at risk for academic failure; provide additional educational assistance to individual students assessed as needing help in meeting the State’s college and career ready student academic achievement standards; identify significant gaps in student achievement among subgroups of students identified under section 1111(a)(2)(B)(x) and develop strategies to reduce such gaps in achievement; and identify and implement effective methods and instructional strategies that are based on scientifically valid research intended to strengthen the core academic programs of the schools, including using multi-tiered systems of support, universal design for learning, and positive behavioral interventions and supports. How the local educational agency will monitor and evaluate the effectiveness of school programs in improving student academic achievement and academic growth, especially for students described in section 1111(a)(3)(B)(ii)(II). The strategy the local educational agency will use to implement effective parent and family engagement under section 1118. How the local educational agency will coordinate and integrate services provided under this part with other high-quality early childhood education programs at the local educational agency or individual school level (including programs under section 619 of the Individuals with Disabilities Education Act) that include plans for the transition of participants in such programs to local elementary school programs and, if appropriate, a description of how the local educational agency will use funds under this part to support preschool programs for children, particularly children participating in a Head Start program, which may be provided directly by the local educational agency or through a subcontract with the Head Start agency designated by the Secretary of Health and Human Services under section 641 of the Head Start Act, or another comparable public early childhood education program. How activities under this part will be coordinated and integrated with Federal, State, and local services and programs, including programs supported under this Act, the Carl D. Perkins Career and Technical Education Act of 2006, the Individuals with Disabilities Education Act, the Rehabilitation Act of 1973, the Head Start Act, the Child Care and Development Block Grant Act of 1990, and the Workforce Investment Act of 1998, violence prevention programs, nutrition programs, and housing programs. How the local educational agency will coordinate and integrate services provided under this part with local workforce development programs that serve disadvantaged or out-of-school youth, such as those providing workforce investment activities under chapter 4 of subtitle B of title I of the Workforce Investment Act of 1998, including a description of how the local educational agency will use funds under this part to support such activities. The poverty criteria that will be used to select school attendance areas under section 1113. How teachers, in consultation with parents and family members, administrators, and specialized instructional support personnel, in targeted assistance schools under section 1115, will identify the eligible children most in need of services under this part. How the local educational agency will identify and address any disparities in the equitable distribution of teachers, consistent with the requirements of section 1111(b)(1)(L). How the local educational agency will provide for the equitable distribution of elementary school teachers, and of secondary school teachers, within local educational agencies and the State using data on the percentage and distribution of the categories of teachers described in subsection (e)(13). A general description of the nature of the programs to be conducted by such agency's schools under sections 1114 and 1115 and, where appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children, and for neglected and delinquent children in community day school programs. A description of— how the local educational agency will provide opportunities for the enrollment, attendance, and success of homeless children and youths; and the services the local educational agency will provide homeless children and youths, including services provided with funds reserved under section 1113(c)(3), and how those services may differ from those provided in prior years. A description of the support the local educational agency will provide for homeless children and youths, consistent with the requirements of the McKinney-Vento Homeless Assistance Act. For each quartile of schools in the local educational agency based on school poverty level and for high-minority schools and low-minority schools in the local educational agency, data regarding access at the high school level to rigorous coursework, including— access to opportunities to earn postsecondary credit while in high school, such as through Advanced Placement and International Baccalaureate courses and examinations, and dual enrollment; and student performance on Advanced Placement and International Baccalaureate course examinations. How the local educational agency will identify and address any disparity within the student subgroups described in section 1111(a)(3)(D) in equitable access to rigorous coursework, including access to opportunities described in paragraph (14)(A). How the local educational agency will engage in timely, on-going, and meaningful consultation with representatives of Indian tribes in the area served by such local educational agency to improve the coordination of activities under this Act and to meet the unique cultural, language, and academic needs of Indian and Native Hawaiian students. How the local educational agency will implement strategies to facilitate effective transitions for students from middle school to high school and from high school to postsecondary education. If the local educational agency proposes to use subgrant funds under this part for positive behavioral interventions and supports, a description of the actions the local educational agency will take to provide positive behavioral interventions and supports and coordinate those activities with activities carried out under the Individuals with Disabilities Education Act. If the local educational agency proposes to use subgrant funds under this part for early intervening services, a description of the actions the local educational agency will take to provide early intervening services and coordinate those services with early intervening services carried out under the Individuals with Disabilities Education Act. If the local educational agency proposes to use subgrant funds under this part for school-based mental health programs, a description of the actions the local educational agency will take to provide school-based mental health programs and coordinate those activities with activities carried out under the Individuals with Disabilities Education Act. If the local educational agency proposes to use subgrant funds under this part for periodically updating the crisis management plan of the local educational agency, as described in section 4202(d)(5)(B)(iv), a description of the actions the local educational agency will take to develop and implement an updated crisis management plan. A description of how the local educational agency will plan for pregnant and parenting students to be enrolled, attend, and succeed in school. Each local educational agency plan shall provide assurances that the local educational agency will— use the results of the academic assessments required under section 1111(a)(2), and other measures or indicators available to the agency, to review annually the progress of each school served by the agency and receiving funds under this part to determine whether all of the schools are making the progress necessary to ensure all students will be performing at or above grade level on the State academic assessments required under such section, in accordance with the ambitious targets described in the State plan under section 1111(a)(3)(C); provide to parents and teachers the results from the academic assessments required under section 1111(a)(2) as soon as is practicably possible after the test is taken in an understandable and uniform format and, to the extent possible, provided in a language that the parents and, to the greatest extent practicable, family members, can understand; participate, if selected, in State academic assessments of student achievement in reading and mathematics in grades 4 and 8 carried out under section 303(b)(3) of the National Assessment of Educational Progress Authorization Act; fulfill such agency’s school improvement responsibilities under section 1116; ensure that migratory children who are eligible to receive services under this part are selected to receive such services on the same basis as other children who are selected to receive services under this part; engage in timely and meaningful consultation with representatives of Indian tribes located in the area served by the local educational agency; provide services to eligible children attending private elementary schools and secondary schools in accordance with section 1120, and timely and meaningful consultation with private school officials regarding such services; inform eligible schools of the local educational agency's authority to obtain waivers on the school’s behalf under applicable Federal flexibility provisions; in the case of a local educational agency that chooses to use funds under this part to provide early childhood education services to low-income children below the age of compulsory school attendance, ensure that such services comply with the education performance standards in effect under section 641A(a)(1)(B) of the Head Start Act; comply with the requirements of section 1501 that relate to the local educational agency and describe the local educational agency's plan to ensure such compliance; comply with the requirements of subtitle B of title VII of the McKinney-Vento Homeless Assistance Act that relate to the local educational agency; annually submit to the State educational agency the information contained in each school equity report card described in section 1111(g)(2); and annually submit to the State educational agency, for each quartile of schools in the local educational agency based on school poverty level and for high-minority schools and low-minority schools in the local educational agency, data regarding the percentage and distribution of the following categories of teachers: Teachers who are new. Teachers who have not completed a teacher preparation program. Teachers who are not teaching in the subject or field for which the teacher is certified or licensed. Where applicable, teachers who have the highest or lowest ratings in a professional growth and improvement system. Each local educational agency using funds under this part to provide a language instruction educational program as determined under part C of title III shall, not later than 30 days after the beginning of the school year, inform a parent or parents of an English learner identified for participation or participating in, such a program of— the reasons for the identification of their child as an English learner and in need of placement in a language instruction educational program; the child’s level of English proficiency, how such level was assessed, and the status of the child’s academic achievement; the methods of instruction used in the program in which their child is, or will be, participating, and the methods of instruction used in other available programs, including how such programs differ in content, instructional goals, and the use of English and a native language in instruction; how the program in which their child is, or will be, participating, will meet the educational strengths and needs of their child; how such program will specifically help their child learn English, and meet age-appropriate academic achievement standards for grade promotion and graduation; the specific exit requirements for the program, including the expected rate of transition from such program into classrooms that are not tailored for English learners, and the expected rate of graduation from secondary school for such program if funds under this part are used for children in secondary schools; in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child; and information pertaining to parental rights that includes written guidance— detailing— the right that parents have to have their child immediately removed from such program upon their request; and the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; and assisting parents in selecting among various programs and methods of instruction, if more than 1 program or method is offered by the eligible entity. The notice and information provided in paragraph
(1)to a parent or parents of a child identified for participation in a language instruction educational program for English learners shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. For those children who have not been identified as English learners prior to the beginning of the school year and who are subsequently so identified, the local educational agency shall notify the parents of such children within the first 2 weeks of the child being placed in a language instruction educational program consistent with paragraphs
(1)and (2). Each local educational agency receiving funds under this part shall implement an effective means of outreach to parents and, to the extent practicable, family members, of English learner students to inform the parents and family members regarding how the parents and family members can be involved in the education of their children, and be active participants in assisting their children to attain English proficiency, achieve at high levels in core academic subjects, and meet college and career ready State student academic achievement standards and State academic content standards expected of all students, including holding, and sending notice of opportunities for, regular meetings for the purpose of formulating and responding to recommendations from parents and family members of students assisted under this part. A student shall not be admitted to, or excluded from, any federally assisted education program on the basis of a surname or language-minority status. .
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Sec. 1112
Local educational agency plans
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