20 U.S.C. § 7424
Each entity described in section 7422(a) of this title that desires to receive a grant under this subpart shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may reasonably require.
Each application submitted under subsection (a) shall include a description of a comprehensive program for meeting the needs of Indian children served by the local educational agency, including the language and cultural needs of the children, that-
Each application submitted under subsection (a) shall include assurances that-
The Secretary shall, directly or by contract, provide technical assistance to a local educational agency or Bureau of Indian Education school upon request (in addition to any technical assistance available under other provisions of this chapter or available through the Institute of Education Sciences) to support the services and activities provided under this subpart, including technical assistance for-
20 U.S.C. § 7424
EDITORIAL NOTES
PRIOR PROVISIONSA prior section 7424, Pub. L. 89-10, title VII, §7114, as added Pub. L. 103-382, §101, 108 Stat. 3721, related to comprehensive school grants, prior to the general amendment of former subchapter VII of this chapter by Pub. L. 107-110.
AMENDMENTS2015-Subsec. (a). Pub. L. 114-95, §6002(f)(1), substituted "Each entity described in section 7422(a) of this title" for "Each local educational agency".Subsec. (b)(1). Pub. L. 114-95, §6002(f)(2)(A), substituted "Indian" for "American Indian and Alaska Native".Subsec. (b)(2)(A). Pub. L. 114-95, §6002(f)(2)(B)(i), substituted "is consistent with the State, tribal, and local plans" for "is consistent with the State and local plans". Subsec. (b)(2)(B). Pub. L. 114-95, §6002(f)(2)(B) (ii), added subpar. (B) and struck out former subpar. (B) which read as follows: "includes academic content and student academic achievement goals for such children, and benchmarks for attaining such goals, that are based on the challenging State academic content and student academic achievement standards adopted under subchapter I of this chapter for all children;".Subsec. (b)(3). Pub. L. 114-95, §6002(f)(2)(C), added par. (3) and struck out former par. (3) which read as follows: "explains how Federal, State, and local programs, especially programs carried out under subchapter I of this chapter, will meet the needs of such students;".Subsec. (b)(4). Pub. L. 114-95, §6001(b)(4)(A), made technical amendment to reference in original act which appears in text as reference to section 7425 of this title. Subsec. (b)(6)(B)(iii). Pub. L. 114-95, §6002(f)(2)(E)(i), added cl. (iii).Subsec. (b)(7). Pub. L. 114-95, §6002(f)(2)(D), (E)(ii), (F), added par. (7). Subsec. (c)(1). Pub. L. 114-95, §6002(f)(3)(A), substituted "for services described in this subsection," for "for the education of Indian children,".Subsec. (c)(2)(B). Pub. L. 114-95, §6002(f)(3)(B) (ii), substituted "served by such agency, and meet program objectives and outcomes for activities under this subpart; and" for "served by such agency;".Subsec. (c)(2)(C). Pub. L. 114-95, §6002(f)(3)(B)(i), (iii), added subpar. (C).Subsec. (c)(3)(A). Pub. L. 114-95, §6002(f)(3)(C)(i), substituted "Indian" for "American Indian and Alaska Native".Subsec. (c)(3)(C). Pub. L. 114-95, §6002(f)(3)(C) (ii), inserted "representatives of Indian tribes on Indian lands located within 50 miles of any school that the agency will serve if such tribes have any children in such school, Indian organizations," after "parents of Indian children and teachers," and struck out "and" after semicolon.Subsec. (c)(4)(A)(i). Pub. L. 114-95, §6002(f)(3)(D)(i)(I), inserted "and family members" after "parents". Subsec. (c)(4)(A)(ii) to (iv). Pub. L. 114-95, §6002(f)(3)(D)(i) (II), (III), added cl. (ii) and redesignated former cls. (ii) and (iii) as (iii) and (iv), respectively.Subsec. (c)(4)(B). Pub. L. 114-95, §6002(f)(3)(D) (ii), added subpar. (B) and struck out former subpar. (B) which read as follows: "a majority of whose members are parents of Indian children;".Subsec. (c)(4)(C). Pub. L. 114-95, §6002(f)(3)(D) (iii), (iv), redesignated subpar. (D) as (C) and struck out former subpar. (C) which read as follows: "that has set forth such policies and procedures, including policies and procedures relating to the hiring of personnel, as will ensure that the program for which assistance is sought will be operated and evaluated in consultation with, and with the involvement of, parents of the children, and representatives of the area, to be served;".Subsec. (c)(4)(C)(ii). Pub. L. 114-95, §6002(f)(3)(D)(v) (II), substituted "Indian" for "American Indian and Alaska Native".Subsec. (c)(4)(C)(iii). Pub. L. 114-95, §6002(f)(3)(D)(v)(I), (III), added cl. (iii).Subsec. (c)(4)(D). Pub. L. 114-95, §6002(f)(3)(D) (iv), (vi), redesignated subpar. (E) as (D) and substituted semicolon for period at end. Former subpar. (D) redesignated (C). Pub. L. 114-95, §6001(b)(4)(B), made technical amendment to reference in original act which appears in text of introductory provisions as reference to section 7425(c) of this title.Subsec. (c)(4)(E). Pub. L. 114-95, §6002(f)(3)(D) (iv), redesignated subpar. (E) as (D). Subsec. (c)(5) to (8). Pub. L. 114-95, §6002(f)(3)(E), added pars. (5) to (8).Subsec. (d). Pub. L. 114-95, §6002(f)(4), added subsec. (d).
STATUTORY NOTES AND RELATED SUBSIDIARIES
EFFECTIVE DATE OF 2015 AMENDMENT Amendment by Pub. L. 114-95 effective Dec. 10, 2015, except with respect to certain noncompetitive programs and competitive programs, see section 5 of Pub. L. 114-95, set out as a note under section 6301 of this title.
- Secretary
- The term "Secretary" means the Secretary of Education.
- State
- The term "State" means each of the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, and each of the outlying areas.
- professional development
- The term "professional development" means activities that-(A) are an integral part of school and local educational agency strategies for providing educators (including teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, and, as applicable, early childhood educators) with the knowledge and skills necessary to enable students to succeed in a well-rounded education and to meet the challenging State academic standards; and(B) are sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused, and may include activities that-(i) improve and increase teachers'-(I) knowledge of the academic subjects the teachers teach;(II) understanding of how students learn; and(III) ability to analyze student work and achievement from multiple sources, including how to adjust instructional strategies, assessments, and materials based on such analysis;(ii) are an integral part of broad schoolwide and districtwide educational improvement plans;(iii) allow personalized plans for each educator to address the educator's specific needs identified in observation or other feedback;(iv) improve classroom management skills;(v) support the recruitment, hiring, and training of effective teachers, including teachers who became certified through State and local alternative routes to certification;(vi) advance teacher understanding of-(I) effective instructional strategies that are evidence-based; and(II) strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of teachers;(vii) are aligned with, and directly related to, academic goals of the school or local educational agency;(viii) are developed with extensive participation of teachers, principals, other school leaders, parents, representatives of Indian tribes (as applicable), and administrators of schools to be served under this chapter;(ix) are designed to give teachers of 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;(x) to the extent appropriate, provide training for teachers, principals, and other school leaders in the use of technology (including education about the harms of copyright piracy), 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;(xi) 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;(xii) 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-tier system of supports, and use of accommodations;(xiii) include instruction in the use of data and assessments to inform and instruct classroom practice;(xiv) 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;(xv) involve the forming of partnerships with institutions of higher education, including, as applicable, Tribal Colleges and Universities as defined in section 316(b) of the Higher Education Act of 1965 (20 U.S.C. 1059c(b)), 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;(xvi) create programs to enable paraprofessionals (assisting teachers employed by a local educational agency receiving assistance under part A of subchapter I) to obtain the education necessary for those paraprofessionals to become certified and licensed teachers;(xvii) 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(xviii) where practicable, 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.