```

[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.
                              ----------                              

 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).''.
                              ----------                              

 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).
                              ----------                              

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.

                                  [all]
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