‘‘(A) give preference in the awarding of 
subgrants, and the providing of all technical as-
sistance, to local educational agencies that serve 
schools in need of improvement, as identified 
under section 1116, including those schools 
with high populations of— 
‘‘(i) students who are English Lan-
guage Learners; 
‘‘(ii) students with disabilities; or 
‘‘(iii) other subgroups of students who 
have not met the State’s student academic 
achievement standards; and 
‘‘(B) ensure an equitable distribution 
among urban and rural areas of the State, ac-
cording to the demonstrated need for assistance 
under this part of the local educational agencies 
serving the areas, with a priority for those 
areas with technology infrastructure in place 
that employ educational practices supported by 
rigorous evidence. 
‘‘SEC. 2407. STATE APPLICATIONS. 
‘‘(a) IN GENERAL.—To be eligible to receive a grant 
under this part, a State educational agency shall submit 
to the Secretary, at such time and in such manner as the 
Secretary may specify, an application containing the con-
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tents described in subsection (b) and such other informa-
tion as the Secretary may reasonably require. 
‘‘(b) CONTENTS.—Each State educational agency ap-
plication submitted under subsection (a) shall include each 
of the following: 
‘‘(1) A description of the State’s high-quality 
technology plan, as defined under section 2403(3), 
details on how the State educational agency will sup-
port local educational agencies that receive sub-
grants under this part in meeting the purposes and 
goals of this part and the requirements of this part, 
including through technical assistance in using tech-
nology to redesign curriculum and instruction, im-
prove educational productivity, and deliver com-
puter-based and online assessment. 
‘‘(2) A description of the State educational 
agency’s long-term goals and strategies for improv-
ing student academic achievement, including student 
technology literacy, through the effective use of tech-
nology. 
‘‘(3) A description of the priority area upon 
which the State educational agency will focus its as-
sistance under this part, which shall be identified 
from among the core academic subjects, grade levels, 
and student subgroup populations that may be caus-
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ing the most number of local educational agencies in 
the State to not make adequate yearly progress, as 
defined in section 1111(b)(2)(C). 
‘‘(4) A description of how the State educational 
agency will support local educational agencies to im-
plement professional development programs pursu-
ant to section 2410(2)(A). 
‘‘(5) A description of how the State educational 
agency will ensure that teachers, paraprofessionals, 
school librarians, and administrators in the State 
possess the knowledge and skills to use technology— 
‘‘(A) for curriculum redesign to change 
teaching and learning and improve student 
achievement; 
‘‘(B) for assessment, data analysis, and to 
personalize learning; 
‘‘(C) to improve student technology lit-
eracy; and 
‘‘(D) for their own ongoing professional de-
velopment and for access to teaching resources 
and tools. 
‘‘(6) A description of the process, activities, and 
performance measures that the State educational 
agency will use to evaluate the impact and effective-
ness of activities described in section 2408. 
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‘‘(7) Identification of the State challenging aca-
demic content standards and challenging student 
academic achievement standards that the State edu-
cational agency will use to ensure that each student 
is technology literate consistent with the definition 
of student technology literacy, and a description of 
how the State educational agency will assess student 
performance in gaining technology literacy, including 
through embedding such assessment items in other 
State tests or performance-based assessments port-
folios, or through other valid and reliable means. 
Nothing in this part shall be construed to require 
States to develop a separate test to assess student 
technology literacy. 
‘‘(8) An assurance that financial assistance pro-
vided under this part will supplement, and not sup-
plant, State and local funds. 
‘‘(9) A description of how the State educational 
agency will, in providing technical and other assist-
ance to local educational agencies, give priority to 
those identified by the State as being in the highest 
need of assistance, including those with the highest 
percentage or number of students from families with 
incomes below the poverty line, students not achiev-
ing at the State proficiency level with student popu-
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lations identified under section 2406(b)(2)(A), or 
schools identified as in need of improvement under 
section 1116. 
‘‘(10) A description of how the State edu-
cational agency consulted with local educational 
agencies in the development of the State application. 
‘‘SEC. 2408. STATE ACTIVITIES. 
‘‘(a) MANDATORY ACTIVITIES.—From funds made 
available under section 2406(a)(1)(A), a State educational 
agency shall carry out each of the following activities: 
‘‘(1) Identify the State challenging academic 
content standards and challenging student academic 
achievement standards that the State educational 
agency will use to ensure that each student is tech-
nology literate consistent with the definition of stu-
dent technology literacy. 
‘‘(2) Assess student performance in gaining 
technology literacy consistent with paragraph (1), in-
cluding through embedding such assessment items in 
other State tests, performance-based assessments, or 
portfolios, or through other means, except that such 
assessments shall be used only to track student tech-
nology literacy and shall not be used to determine 
adequate yearly progress, and widely disseminate 
such results. 
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‘‘(3) Provide guidance, technical assistance, and 
other assistance, including in the priority area iden-
tified by the State pursuant to section 2407(b)(3), 
in using technology to improve teaching and rede-
sign curriculum and instruction, improve educational 
productivity, and deliver computer-based and online 
assessment, and in submitting applications for fund-
ing under this part to high-need local educational 
agencies— 
‘‘(A) with the highest percentage or num-
ber of— 
‘‘(i) students not achieving at the 
State proficiency level; and 
‘‘(ii) student populations described in 
section 2406(b)(2)(A); and 
‘‘(B) serving schools identified as in need 
of improvement under section 1116. 
‘‘(b) PERMISSIVE ACTIVITIES.—From funds made 
available under section 2406(a)(1)(A), a State educational 
agency may carry out 1 or more of the following activities 
that assist local educational agencies: 
‘‘(1) State leadership activities and technical as-
sistance that support achieving the purposes and 
goals of this part. 
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‘‘(2) Developing and evaluating or utilizing re-
search-based or innovative strategies for the delivery 
of specialized or rigorous academic courses and cur-
ricula through the use of technology, including dis-
tance learning technologies. 
‘‘(3) Providing, or supporting local educational 
agencies in providing sustained and intensive, high- 
quality professional development pursuant to section 
2410(2)(A). 
‘‘(4) Assessing student performance in gaining 
technology literacy consistent with subsection (a)(2), 
including through embedding such assessment items 
in other State tests, performance-based assessments, 
or portfolios, or through other means. 
‘‘SEC. 2409. LOCAL APPLICATIONS. 
‘‘Each local educational agency desiring a subgrant 
under this part shall submit to the State educational agen-
cy an application containing a new or updated local long- 
range strategic educational technology plan, and such 
other information as the State educational agency may 
reasonably require that shall include each of the following: 
‘‘(1) A description of how the local educational 
agency will align and coordinate the local edu-
cational agency’s use of funds under this part 
with— 
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‘‘(A) the school district technology plan; 
‘‘(B) the school district plans and activities 
for improving student achievement, including 
plans and activities under sections 1111, 1112, 
1116, and 2123, as applicable; and 
‘‘(C) funds available from other Federal, 
State, and local sources. 
‘‘(2) An assurance that financial assistance pro-
vided under this part will supplement, and not sup-
plant, other funds available to carry out activities 
assisted under this part. 
‘‘(3) A description of the process used to assess 
and, as needed, update technologies throughout the 
local educational agency. 
‘‘(4) Such other information as the State edu-
cational agency may reasonably require. 
‘‘(5) A description of how the local educational 
agency will use the subgrant funds to implement 
systemic school redesign, which is a comprehensive 
set of programs, practices, and technologies that— 
‘‘(A) collectively lead to school or school 
district change and improvement, improve edu-
cational productivity, and improve student 
achievement and technology literacy; and 
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‘‘(B) incorporate all of the following ele-
ments: 
‘‘(i) Reform or redesign of curriculum, 
instruction, assessment, use of data, or 
other practices through the use of tech-
nology in order to increase student learn-
ing opportunity, and engagement in learn-
ing. 
‘‘(ii) Improvement of educator quality, 
knowledge and skills, and effectiveness 
through ongoing, sustainable, timely, and 
contextual professional development de-
scribed in section 2410(2)(A)(i). 
‘‘(iii) Ongoing use of formative and 
other assessments and other timely data 
sources and data systems to more effec-
tively identify individual student learning 
needs and personalize learning. 
‘‘(iv) Engagement of school district 
leaders, school leaders, and classroom edu-
cators. 
‘‘(v) Programs, practices, and tech-
nologies that are based on a review of the 
best available research evidence or on de-
velopment and use of new and innovative 
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designs, programs, practices, and tech-
nologies. 
‘‘(6) An assurance that the local educational 
agency will use not less than 40 percent of the 
subgrant funds to implement a program of profes-
sional development described in section 2410(2)(A). 
‘‘(7) A description of how the local educational 
agency will evaluate the impact of 1 or more pro-
grams or activities carried out under this part. 
‘‘(8) A description of the use of technology 
tools, applications, and other resources to improve 
student learning and achievement in the area of pri-
ority identified under paragraph (5). 
‘‘(9) A description of the priority area subgrant 
funds will target, identified from among the core 
academic subjects, grade levels, and student sub-
group populations in which the most number of stu-
dents served by the local educational agency are not 
proficient. 
‘‘(10) A description of how funds will be used 
to integrate technology to redesign curriculum or in-
struction, implement computer-based and online as-
sessments, improve use of data to personalize learn-
ing, or improve education productivity. 
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‘‘SEC. 2410. LOCAL ACTIVITIES. 
‘‘A local educational agency that receives funds 
through a subgrant under section 2406(a)(2), shall carry 
out activities to improve student learning, technology lit-
eracy, and achievement, as follows: 
‘‘(1) Use not less than 5 percent of such funds 
to evaluate the impact of 1 or more programs or ac-
tivities carried out under the subgrant as identified 
in the local educational agency’s application and ap-
proved by the State educational agency. 
‘‘(2) Use funds remaining after carrying out 
paragraph (1) to implement a plan for systemic 
school redesign in 1 or more schools, in accordance 
with section 2409(b)(1), including each of the fol-
lowing: 
‘‘(A) Using not less than 40 percent of 
subgrant funds to ensure educators, including 
teachers and administrators, are technology lit-
erate, prepared to use technology to improve 
curriculum and instruction, and are connected 
online to supports and resources, including 
through the following: 
‘‘(i) Professional development activi-
ties supported under section 2123 to im-
prove educator quality and skills through 
support for the following: 
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‘‘(I) training that is ongoing, sus-
tainable, timely, and directly related 
to up-to-date teaching content areas; 
‘‘(II) training in strategies and 
pedagogy in the core academic sub-
jects that involve use of technology 
and curriculum redesign as key com-
ponents of changing teaching and 
learning 
and 
improving 
student 
achievement and technology literacy; 
‘‘(III) training in the use of com-
puter-based and online assessments, 
and in the use of student performance 
and other data to individualize and 
personalize instruction; and 
‘‘(IV) training that includes on-
going communication and follow-up 
with 
instructors, 
facilitators, 
and 
peers; and 
‘‘(ii) may include— 
‘‘(I) the use of, and training of, 
instructional technology specialists, 
mentors, master teachers, or coaches 
to serve as experts and train other 
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teachers in the effective use of tech-
nology; and 
‘‘(II) the use of technology, such 
as distance learning and online virtual 
educator-to-educator 
peer 
commu-
nities, as a means for delivering pro-
fessional development. 
‘‘(B) Acquiring and effectively imple-
menting technology tools, applications, and 
other resources in conjunction with enhancing 
or redesigning the curriculum or instruction in 
order to— 
‘‘(i) increase student learning oppor-
tunity or access, student engagement in 
learning, or student attendance or gradua-
tion rates; 
‘‘(ii) improve student achievement in 
1 or more of the core academic subjects; 
and 
‘‘(iii) improve student technology lit-
eracy. 
‘‘(C) Acquiring and effectively imple-
menting technology tools, applications, and 
other resources to— 
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‘‘(i) conduct ongoing formative and 
other assessments and rapid cycle evalua-
tion techniques and use other timely data 
sources and data systems to more effec-
tively identify and address individual stu-
dent learning needs; 
‘‘(ii) support personalized student 
learning, including through instructional 
software and digital content, and encour-
aging the use of open-licensed digital con-
tent to the extent possible, that supports 
the learning needs of each student, or 
through providing access to high-quality 
courses and instructors otherwise not avail-
able except through technology and online 
learning; and 
‘‘(iii) conduct other activities con-
sistent with research-based or innovative 
systemic school redesign, including activi-
ties that increase parental involvement and 
enhance accountability, instruction, and 
data-driven decisionmaking through data 
systems that allow for management, anal-
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ysis, and disaggregating of student, teach-
er, and school data.’’. 
Æ 
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