secondary school, such as attendance, 
chronic absenteeism, behavior measures 
(including suspensions, officer referrals, or 
conduct marks), academic performance in 
core courses, and earned on-time pro-
motion from grade-to-grade, and other rel-
evant indicator of student academic per-
formance as included in schoolwide pro-
gram plans under section 1114 of the Ele-
mentary and Secondary Education Act of 
1965 (20 U.S.C. 6314); 
(ii) analyzing student progress and 
performance on the indicators identified 
under clause (i) to guide decision making; 
(iii) analyzing academic indicators to 
determine whether students are on track to 
graduate on time, and developing appro-
priate evidence-based intervention; and 
(iv) identifying or developing a mecha-
nism for regularly collecting and report-
ing— 
(I) student-level data on the indi-
cators identified under clause (i); 
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(II) student-level progress and 
performance, as described in clause 
(ii); 
(III) student-level data on the in-
dicators described in clause (iii); and 
(IV) information about the im-
pact of interventions on student out-
comes and progress; 
(E) increase academic rigor and foster stu-
dent engagement to ensure students are enter-
ing secondary school prepared for success in a 
rigorous college- and career-ready curriculum, 
including a description of how such readiness 
will be measured; 
(F) implement a systemic transition plan 
for all students and encourage collaboration 
among elementary grades, middle grades, and 
secondary school grades to support the success-
ful transition between grades; 
(G) increase community and family en-
gagement in education in the middle grades to 
support student success; and 
(H) provide evidence that the strategies, 
programs, supports, and instructional practices 
proposed under the middle grades improvement 
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plan are new and have not been implemented 
before by the eligible local educational agency 
or eligible entity; and 
(3) provide evidence of an ongoing commitment 
to sustain the plan for a period of not less than 4 
years. 
(e) REVIEW AND SELECTION OF SUBGRANTS.—In 
making subgrants under subsection (a), the State edu-
cational agency shall— 
(1) establish a peer-review process to assist in 
the review and approval of applications under sub-
section (c); and 
(2) appoint individuals to participate in the 
peer-review process who are educators and experts in 
identifying, evaluating, and implementing effective 
education programs and practices, including— 
(A) experts— 
(i) in areas of teaching and learning, 
educational standards and assessments, 
and school improvement; 
(ii) in addressing the needs of stu-
dents with disabilities and English learners 
in the middle grades; and 
(iii) in the academic and behavioral 
supports for middle grades students; and 
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(B) recognized exemplary middle grades 
teachers and principals who have been recog-
nized at the State or national level for exem-
plary work or contributions to the field. 
(f) REVISION
OF SUBGRANTS.—If a State edu-
cational agency, using the peer-review process described 
in subsection (e), determines that an application for a 
grant under subsection (a) does not meet the requirements 
of this title, the State educational agency shall notify the 
eligible local educational agency or eligible entity of such 
determination and the reasons for such determination, and 
offer— 
(1) the eligible local educational agency or eligi-
ble entity an opportunity to revise and resubmit the 
application; and 
(2) technical assistance to the eligible local edu-
cational agency or eligible entity, by the State edu-
cational agency or a nonprofit organization with 
demonstrated expertise in high-quality middle grades 
interventions, to revise the application. 
(g) MANDATORY USES OF FUNDS.—An eligible local 
educational agency or eligible entity that receives a 
subgrant under subsection (a) shall carry out the fol-
lowing: 
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(1) Align the curricula for grades kindergarten 
through 12 for schools within the local educational 
agency to improve transitions from elementary 
grades to middle grades to secondary school grades. 
(2) In each eligible school served by the eligible 
local educational agency receiving or participating in 
the subgrant: 
(A) Align the curricula for all grade levels 
within eligible schools to improve grade to grade 
transitions. 
(B) Implement evidence-based instructional 
strategies, programs, and learning environments 
that meet the needs of all students and ensure 
that school leaders and teachers receive profes-
sional development on the use of these strate-
gies. 
(C) Provide professional development for 
school leaders, teachers, specialized instruc-
tional support personnel, school librarians, and 
other school staff on the developmental stages 
of adolescents in the middle grades and how to 
deal with those stages appropriately in an edu-
cational setting. 
(D) Implement organizational practices 
and school schedules that allow for effective 
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leadership, collaborative staff participation, pro-
fessional development, effective teacher instruc-
tional teaming, and parent and community in-
volvement. 
(E) Create a more personalized and engag-
ing learning environment for middle grades stu-
dents by developing a personal academic plan 
for each student and assigning not less than 1 
adult who has received the appropriate training 
to monitor, evaluate, and support the progress 
of each individual student attending the eligible 
school. 
(F) Provide all students, and the students’ 
families, with information about, and assistance 
with, the requirements for secondary school 
graduation, admission to an institution of high-
er education, and career success. 
(G) Utilize data from an early warning in-
dicator and intervention system described in 
subsection (d)(2)(D) to identify struggling stu-
dents and assist the students as the students 
transition from elementary school to middle 
grades to secondary school. 
(H) Implement academic supports, such as 
effective school library programs, and effective 
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and coordinated additional assistance programs 
to ensure that students have a strong founda-
tion in reading, writing, mathematics, and 
science skills. 
(I) Develop and use effective, age- and 
level-appropriate, formative assessments to in-
form instruction. 
(J) Provide integrated student support 
services, such as access to student health serv-
ices, mental health and trauma-informed care, 
and individualized school counseling, to address 
the comprehensive needs of students attending 
eligible schools. 
(h) PERMISSIBLE USES OF FUNDS.—An eligible local 
educational agency or eligible entity that receives a 
subgrant under subsection (a) may use the subgrant funds 
to carry out the following: 
(1) Implement extended learning opportunities 
in core academic areas, including more instructional 
time in literacy, mathematics, science, history, and 
civics in addition to opportunities for language in-
struction and understanding other cultures and the 
arts. 
(2) Provide evidence-based professional develop-
ment activities with specific benchmarks to enable 
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teachers and other school staff to appropriately 
monitor academic and behavioral progress of, and 
modify curricula and implement accommodations 
and assistive technology services for, students with 
disabilities, consistent with the students’ individual-
ized education programs under section 614(d) of the 
Individuals with Disabilities Education Act (20 
U.S.C. 1414(d)). 
(3) Employ and use instructional coaches, in-
cluding literacy, mathematics, and English learner 
coaches. 
(4) Provide professional development for con-
tent-area teachers and school librarians on working 
effectively with English learners and students with 
disabilities, as well as professional development for 
English as a second language educators, bilingual 
educators, and special education personnel. 
(5) Provide professional development in areas 
that support improving school climate and increasing 
student engagement such as culturally responsive 
pedagogy, restorative justice programs, social and 
emotional learning, response to intervention, and 
positive behavior intervention support. 
(6) Encourage and facilitate the sharing of data 
among elementary grades, middle grades, secondary 
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school grades, institutions of higher education, and 
other postsecondary educational institutions. 
(7) Create collaborative study groups composed 
of principals or middle grades teachers, or both, 
among eligible schools within the eligible local edu-
cational agency receiving or participating in the 
subgrant, or between such eligible local educational 
agency and another local educational agency, with a 
focus on developing and sharing methods to increase 
student learning and academic achievement. 
(8) Incorporate as school quality and student 
success indicators into the State system of annual 
meaningful differentiation, as described under sec-
tion 1111(c)(4)(C) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6311(c)(4)(C)), 
for middle grades schools that feed into secondary 
schools, rates of first-year secondary school attend-
ance, retention, and achievement to the account-
ability system of each middle grades school that 
feeds into the secondary school. 
(i) NON-RECIPIENT PLANNING SUBGRANTS.— 
(1) IN GENERAL.—In addition to the subgrants 
described in subsection (a), a State educational 
agency may (without regard to the preceding provi-
sions of this section) make planning subgrants, and 
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provide technical assistance, to eligible local edu-
cational agencies and eligible entities that have not 
received a subgrant under subsection (a) to assist 
the local educational agencies and eligible entities in 
meeting the requirements of subsections (c) and (d). 
(2) AMOUNT AND DURATION.—Each subgrant 
under this subsection shall be in an amount of not 
more than $100,000 and shall be for a period of not 
more than 1 year in duration. 
SEC. 105. DURATION OF GRANTS; SUPPLEMENT NOT SUP-
PLANT. 
(a) DURATION OF GRANTS.— 
(1) IN GENERAL.—Except as provided in para-
graph (2), grants under this title and subgrants 
under section 104(a) may not exceed 3 years in du-
ration. 
(2) RENEWALS.— 
(A) IN GENERAL.—Grants under this title 
and subgrants under section 104(a) may be re-
newed in 2-year increments. 
(B) CONDITIONS.—In order to be eligible 
to have a grant or subgrant renewed under this 
paragraph, the grant or subgrant recipient shall 
demonstrate, to the satisfaction of the granting 
entity, that— 
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(i) the recipient has complied with the 
terms of the grant or subgrant, including 
by undertaking all required activities; and 
(ii) during the period of the grant or 
subgrant, 
there 
has 
been 
significant 
progress in— 
(I) student academic achieve-
ment; and 
(II) positively impacting other 
key risk factors such as attendance, 
chronic absenteeism, and on-time pro-
motion. 
(b) FEDERAL FUNDS TO SUPPLEMENT, NOT SUP-
PLANT, NON-FEDERAL FUNDS.— 
(1) IN GENERAL.—A State educational agency, 
eligible local educational agency, or eligible entity 
shall use Federal funds received under this title only 
to supplement the funds that would, in the absence 
of such Federal funds, be made available from non- 
Federal sources for the education of students par-
ticipating in programs assisted under this title, and 
not to supplant such funds. 
(2) SPECIAL RULE.—Nothing in this title shall 
be construed to authorize an officer, employee, or 
contractor of the Federal Government to mandate, 
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