Sec. 9101. Definitions
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/bill/114/s/1177/pcs/section-9101A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
Section 9101 ( 20 U.S.C. 7801 ) is amended— by striking paragraphs (3), (19), (35), (36), (37), and (42); by redesignating paragraphs (1), (2), (17), (18), (20), (21), (22), (23), (24), (25), (26), (27), (28), (29), (30), (31), (32), (33), (34), (38), (39), (41), and
(43)as paragraphs (2), (3), (18), (19), (24), (25), (26), (27), (28), (20), (29), (30), (32), (33), (34), (35), (36), (37), (38), (40), (41), (44), and (45), respectively, and by transferring such paragraph (20), as so redesignated, so as to follow such paragraph (19), as so redesignated; by inserting before paragraph (2), as redesignated by paragraph (2), the following: The term 4-year adjusted cohort graduation rate has the meaning given the term four-year adjusted cohort graduation rate in section 200.19(b)(1) of title 34, Code of Federal Regulations, as such section was in effect on November 28, 2008. ; by striking paragraph
(11)and inserting the following: The term core academic subjects means English, reading or language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, and physical education, and any other subject as determined by the State or local educational agency. ; in paragraph (13)— by striking subparagraphs (B), (E), (G), and (K); by redesignating subparagraphs (C), (D), (F), (H), (I), (J), and (L), as subparagraphs (B), (C), (D), (E), (F), (G), and (I), respectively; and by inserting after subparagraph (G), as redesignated by subparagraph (B), the following: part G of title V; and ; by inserting after paragraph
(16)the following: The term early childhood education program has the meaning given the term in section 103 of the Higher Education Act of 1965. ; in paragraph (20), as redesignated and moved by paragraph (2)— in the paragraph heading, by striking and inserting Limited english proficient ; English learner in the matter preceding subparagraph (A), by striking limited English proficient and inserting English learner ; and in subparagraph (D)(i), by striking State’s proficient level of achievement on State assessments described in section 1111(b)(3) and inserting challenging State academic standards described in section 1111(b)(1) ; by inserting after paragraph (20), as transferred and redesignated by paragraph (2), the following: Except as provided in subparagraph (B), the term evidence-based , when used with respect to an activity, means an activity that— demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on— strong evidence from at least 1 well-designed and well-implemented experimental study; moderate evidence from at least 1 well-designed and well-implemented quasi-experimental study; or promising evidence from at least 1 well-designed and well-implemented correlational study with statistical controls for selection bias; or demonstrates a rationale that is based on high-quality research findings that such activity is likely to improve student outcomes or other relevant outcomes; and includes ongoing efforts to examine the effects of such activity. For purposes of part A of title I, the term evidence-based , when used with respect to an activity, means an activity that meets the requirements of subclause
(I)or
(II)of subparagraph (A)(i). The term expanded learning time means using a longer school day, week, or year schedule to significantly increase the total number of school hours, in order to include additional time for— instruction and enrichment in core academic subjects, other academic subjects, and other activities that contribute to a well-rounded education; and instructional and support staff to collaborate, plan, and engage in professional development (including professional development on family and community engagement) within and across grades and subjects. The term extended-year adjusted cohort graduation rate has the meaning given the term in section 200.19(b)(1)(v) of title 34, Code of Federal Regulations, as such section was in effect on November 28, 2008. ; by striking paragraph (27), as redesignated by paragraph (2), and inserting the following: The term high school means a secondary school that— grants a diploma, as defined by the State; and includes, at least, grade 12. ; in paragraph (29), as redesignated by paragraph (2), in subparagraph (C)— in the subparagraph heading, by striking and inserting BIA ; and BIE by striking Affairs both places the term appears and inserting Education ; by inserting after paragraph (30), as redesignated by paragraph (2), the following: The term multi-tier system of supports means a comprehensive continuum of evidence-based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decisionmaking. ; in paragraph (33), as redesignated by paragraph (2), by striking pupil services and inserting specialized instructional support ; in paragraph (34), as redesignated by paragraph (2), by striking includes the freely associated states and all that follows through the period at the end and inserting includes the Republic of Palau except during any period for which the Secretary determines that a Compact of Free Association is in effect that contains provisions for education assistance prohibiting the assistance provided under this Act. ; in paragraph (36), as redesignated by paragraph (2)— in subparagraph (C), by inserting and after the semicolon; and in subparagraph (D), by striking section 1118 and inserting section 1115 ; by striking paragraph (38), as redesignated by paragraph (2), and inserting the following: The term professional development means activities that— are coordinated and aligned to support educators (including teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, and, as applicable, early childhood educators); and are designed and implemented to improve student achievement and classroom practice, which may include activities that— improve and increase teachers’— knowledge of the academic subjects the teachers teach; understanding of how students learn; and ability to analyze student work and achievement from multiple sources, including how to adjust instructional strategies, assessments, and materials based on such analysis; are an integral part of broad schoolwide and districtwide educational improvement plans; allow personalized plans for each educator to address the educator's specific needs identified in observation or other feedback; give teachers, principals, other school leaders, and administrators the knowledge and skills to provide students with the opportunity to meet challenging State academic standards; improve classroom management skills; are high-quality, sustained, intensive, collaborative, job-embedded, data-driven, and classroom-focused in order to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classroom; and are not 1-day or short-term workshops or conferences; support the recruiting, hiring, and training of effective teachers, including teachers who became certified through State and local alternative routes to certification; advance teacher understanding of— effective instructional strategies that are evidence-based; and strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of teachers; are aligned with and directly related to— challenging State academic standards and assessments under section 1111(b); the curricula and programs tied to the standards described in subclause (I); and related academic goals of the school or local educational agency; are developed with extensive participation of teachers, principals, other school leaders, parents, and administrators of schools to be served under this Act; are designed to give teachers of children who are English learners, and other teachers and instructional staff, the knowledge and skills to provide instruction and appropriate language and academic support services to those children, including the appropriate use of curricula and assessments; to the extent appropriate, provide training for teachers, principals, and other school leaders in the use of technology so that technology and technology applications are effectively used in the classroom to improve teaching and learning in the curricula and academic subjects in which the teachers teach; as a whole, are regularly evaluated for their impact on increased teacher effectiveness and improved student academic achievement, with the findings of the evaluations used to improve the quality of professional development; are designed to give teachers of children with disabilities or children with developmental delays, and other teachers and instructional staff, the knowledge and skills to provide instruction and academic support services, to those children, including positive behavioral interventions and supports, multi-tiered systems of supports, and use of accommodations; include instruction in the use of data and assessments to inform and instruct classroom practice; include instruction in ways that teachers, principals, other school leaders, specialized instructional support personnel, and school administrators may work more effectively with parents and families; involve the forming of partnerships with institutions of higher education to establish school-based teacher, principal, and other school leader training programs that provide prospective teachers, novice teachers, principals, and other school leaders with an opportunity to work under the guidance of experienced teachers, principals, other school leaders, and faculty of such institutions; create programs to enable paraprofessionals (assisting teachers employed by a local educational agency receiving assistance under part A of title I) to obtain the education necessary for those paraprofessionals to become certified and licensed teachers; provide follow-up training to teachers who have participated in activities described in this paragraph that are designed to ensure that the knowledge and skills learned by the teachers are implemented in the classroom; and where applicable and practical, provide jointly for school staff and other early childhood education program providers, to address the transition to elementary school, including issues related to school readiness. ; by inserting after paragraph (38), as redesignated by paragraph (2), the following: The term school leader means a principal, assistant principal, or other individual who is— an employee or officer of an elementary school or secondary school, local educational agency, or other entity operating an elementary school or secondary school; and responsible for the daily instructional leadership and managerial operations in the elementary school or secondary school building. ; by inserting after paragraph (41), as redesignated by paragraph (2), the following: The term specialized instructional support personnel means — school counselors, school social workers, and school psychologists; and other qualified professional personnel, such as school nurses and speech language pathologists, involved in providing assessment, diagnosis, counseling, educational, therapeutic, and other necessary services (including related services as that term is defined in section 602 of the Individuals with Disabilities Education Act) as part of a comprehensive program to meet student needs. The term specialized instructional support services means the services provided by specialized instructional support personnel. ; by inserting after paragraph (45), as redesignated by paragraph (2), the following: The term universal design for learning has the meaning given the term in section 103 of the Higher Education Act of 1965. ; and by striking the undesignated paragraph between paragraphs
(41)and (44), as redesignated by paragraph (2), and inserting the following: The term State means each of the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, and each of the outlying areas. .
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U.S. Code