I 
111TH CONGRESS 
1ST SESSION 
H. R. 558 
To reauthorize part D of title II of the Elementary and Secondary Education 
Act of 1965. 
IN THE HOUSE OF REPRESENTATIVES 
JANUARY 15, 2009 
Ms. ROYBAL-ALLARD (for herself, Mr. HINOJOSA, Mrs. BIGGERT, and Mr. 
KIND) introduced the following bill; which was referred to the Committee 
on Education and Labor 
A BILL 
To reauthorize part D of title II of the Elementary and 
Secondary Education Act of 1965. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Achievement Through 
Technology and Innovation Act of 2009’’. 
SEC. 2. ENHANCING EDUCATION THROUGH TECHNOLOGY. 
Part D of title II of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6751 et seq.) is amend-
ed to read as follows: 
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‘‘PART D—ENHANCING EDUCATION THROUGH 
TECHNOLOGY 
‘‘SEC. 2401. FINDINGS, PURPOSES, AND GOALS. 
‘‘(a) FINDINGS.—The Congress makes the following 
findings: 
‘‘(1) Learning technologies are critical in our 
schools to meet the goals of the No Child Left Be-
hind Act of 2001 of raising student achievement, 
closing the achievement gap and ensuring high qual-
ity teaching, and to ensure that our Nation’s stu-
dents are prepared to compete in the 21st Century 
knowledge-based global economy. 
‘‘(2) A 2007 Department of Education random 
control study found that students using selected 
reading and math software achieved at least as well 
as those in the control classrooms using other meth-
ods and curriculum, ‘students were more likely to 
engage in individual practice and teachers were more 
likely to facilitate student learning rather than lec-
ture’, and nearly all teachers indicated that they 
would want to use the technology again. These find-
ings came in only the first year of implementation, 
with less than recommended time using the software, 
and with half of teachers indicating their need for 
more related professional development. 
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‘‘(3) Increased professional development oppor-
tunities are needed if teachers are to be highly quali-
fied and effective in a 21st century classroom with 
today’s digital native students, including in the use 
of learning technologies to deliver innovative instruc-
tion and curriculum and to use data to inform in-
struction. 
‘‘(4) Scientifically based research, conducted 
with Federal funding, demonstrates that systemic 
reform initiatives centered around technology have 
shown great promise in improving teaching and 
learning, including the following: 
‘‘(A) In Utah, Missouri, and Maine, the 
eMINTS program provides schools and teachers 
with educational technology tools, curriculum, 
and over 200 hours of professional development 
to change how teachers teach and students 
learn. In classrooms in the same school (one 
with eMINTS and one without), the student 
achievement of students in the eMINTS class-
room was repeatedly over 10 percent higher 
than the control classroom. 
‘‘(B) In West Virginia, students receiving 
access to on-line foreign language courses per-
formed at least as well as those in face-to-face 
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versions of the classes, providing comparable 
high quality instruction for those in rural areas 
who otherwise would not have access to such 
courses. 
‘‘(C) In Michigan’s Freedom to Learn 
technology program, 8th grade math achieve-
ment increased from 31 percent in 2004 to 63 
percent in 2005 in one middle school, and 
science achievement increased from 68 percent 
of students proficient in 2003 to 80 percent in 
2004. 
‘‘(D) In Texas, the Technology Immersion 
Pilot, implemented in middle schools, dem-
onstrated that discipline referrals went down by 
over 1⁄2 with the changes in teaching and learn-
ing; while in one school, 6th grade standardized 
math scores increased by 5 percent, 7th grade 
by 42 percent, and 8th grade by 24 percent. 
‘‘(E) In Iowa, after connecting teachers 
with sustainable professional development and 
technology-based curriculum interventions, stu-
dent scores increased by 14 points in 8th grade 
math, 16 points in 4th grade math, and 13 
points in 4th grade reading compared with con-
trol groups. 
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‘‘(5) Technology and e-learning in our schools 
are necessary to meet our science, technology, engi-
neering and mathematics education needs and pro-
vide students with 21st century skills, including 
technology literacy, information literacy, communica-
tion, problem solving, and the ability for self-directed 
lifelong learning. 
‘‘(6) A 2003 Department of Commerce report 
credits United States industry’s investments in in-
formation technology between 1989–2001 with pro-
ducing positive and probably lasting changes in the 
Nation’s economic potential, but finds education in 
the United States last in intensity of information 
technology of 55 industry sectors. 
‘‘(7) Many schools in the United States lack the 
resources necessary for the 21st century classroom 
and to meet the needs and expectations of today’s 
digital native students, including software, digital 
content, broadband and other technologies. 
‘‘(8) According to the Department of Edu-
cation’s National Educational Technology Trends 
Study (NETTS 2007), insufficient or outdated tech-
nology presented a substantial barrier to technology 
use for teaching and learning for more than 40 per-
cent of students, while lack of support specialists 
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was a barrier to technology use for more than 50 
percent of students. 
‘‘(9) Federal leadership and investment is need-
ed to serve as a catalyst for State and local edu-
cation initiatives aimed at school innovation and im-
proved student achievement through leveraging edu-
cational technologies. According to the Department 
of Education’s National Educational Technology 
Trends Study (NETTS 2007), because funds gen-
erated locally through bonds or taxes frequently have 
legal restrictions requiring them to be spent on 
hardware and connectivity purchases only, Federal 
and State funds supporting the use of technology re-
sources fill a critical gap. 
‘‘(b) PURPOSES.—The purposes of this part are the 
following: 
‘‘(1) To ensure that through technology every 
student has access to individualized, rigorous, and 
relevant learning to meet the goals of the No Child 
Left Behind Act of 2001 and to prepare all students 
and the United States for the 21st century. 
‘‘(2) To evaluate, build upon and increase the 
use of research-based and innovative systemic school 
reforms that center on the use of technology and 
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‘‘(3) To ensure that every student is techno-
logically literate by graduation, regardless of the stu-
dent’s race, ethnicity, gender, family income, geo-
graphic location, or disability. 
‘‘(4) To improve student engagement, oppor-
tunity, attendance, graduation rates, and technology 
access through enhanced or redesigned curriculum 
or instruction. 
‘‘(5) To more effectively use data to inform in-
struction, address individualized student needs, and 
support school decision making. 
‘‘(6) To improve the efficiency and productivity 
of the classroom and school enterprise toward the ul-
timate purposes of improving student achievement. 
‘‘SEC. 2402. DEFINITION. 
‘‘In this part, the term ‘student technology literacy’ 
means student knowledge and skills in using contemporary 
information, communication and learning technologies in 
a manner necessary for successful life-long learning and 
citizenship in the knowledge-based, digital, and global 21st 
century, which includes the abilities to effectively commu-
nicate and collaborate; to analyze and solve problems; to 
access, evaluate, manage and create information and oth-
erwise gain information literacy; and to do so in a safe 
and ethical manner. 
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‘‘SEC. 2403. AUTHORIZATION OF APPROPRIATIONS. 
‘‘(a) IN GENERAL.—There are authorized to be ap-
propriated to carry out this part, $1,000,000,000 for fiscal 
year 2010, and such sums as may be necessary for each 
of the 5 succeeding fiscal years. 
‘‘(b) ALLOCATION OF FUNDS BETWEEN STATE AND 
LOCAL AND NATIONAL INITIATIVES.—Allocation of funds 
between State and local and national initiatives—the 
amount of funds made available under subsection (a) for 
a fiscal year shall be allocated so that— 
‘‘(1) the lesser of 3 percent or $10,000,000 is 
made available to carry out subpart 2, including not 
more than $2,000,000 annually to carry out section 
2421(a); and 
‘‘(2) the remainder of funds is made available 
to carry out subpart 1. 
‘‘(c) LIMITATION.— 
‘‘(1) Of the amount of funds made available to 
a local educational agency under this part for a fis-
cal year, not more than 5 percent may be used by 
the recipient for administrative costs or technical as-
sistance, of which not more than 60 percent may be 
used by the recipient for administrative costs. 
‘‘(2) Of the amount of funds made available to 
a State local educational agency under section 
2412(a)(1) for administrative costs and technical as-
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sistance, nor more than 60 percent may be used by 
the recipient for administrative costs. 
‘‘(3) The funds made available to carry-out ac-
tivities under section 2421(a) shall be used solely to 
develop the National Education Technology Plan 
and not transferred or otherwise used for any other 
purpose. 
‘‘SUBPART 1—STATE AND LOCAL GRANTS 
‘‘SEC. 2411. ALLOTMENT AND REALLOTMENT. 
‘‘(a) RESERVATIONS AND ALLOTMENT.—From the 
amount made available to carry out this part under section 
2403(b)(2) for a fiscal year— 
‘‘(1) the Secretary shall reserve— 
‘‘(A) three-fourths of 1 percent for the 
Secretary of the Interior for programs under 
this subpart for schools operated or funded by 
the Bureau of Indian Affairs; and 
‘‘(B) one-half of 1 percent to provide as-
sistance under this subpart to the outlying 
areas; and 
‘‘(2) from the remainder of such amount and 
subject to subsection (b), the Secretary shall make 
grants by allotting to each eligible State educational 
agency under this subpart an amount that bears the 
same relationship to such remainder for such year as 
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the amount received under part A of title I for such 
year by such State educational agency bears to the 
amount received under such part for such year by all 
State educational agencies. 
‘‘(b) MINIMUM ALLOTMENT.—The amount of any 
State educational agency’s allotment under subsection 
(a)(2) for any fiscal year may not be less than one-half 
of 1 percent of the amount made available for allotments 
to States under this part for such year. 
‘‘(c) REALLOTMENT OF UNUSED FUNDS.—If any 
State educational agency does not apply for an allotment 
under this subpart for a fiscal year, or does not use its 
entire allotment under this subpart for that fiscal year, 
the Secretary shall reallot the amount of the State edu-
cational agency’s allotment, or the unused portion of the 
allotment, to the remaining State educational agencies 
that use their entire allotments under this subpart in ac-
cordance with this section. 
‘‘(d) STATE EDUCATIONAL AGENCY DEFINED.—In 
this section, the term ‘State educational agency’ does not 
include an agency of an outlying area or the Bureau of 
Indian Affairs. 
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‘‘SEC. 2412. USE OF ALLOTMENT BY STATE. 
‘‘(a) IN GENERAL.—Of the amount provided to a 
State educational agency from the agency’s allotment 
under section 2411(a)(2) for a fiscal year— 
‘‘(1) the State educational agency may use the 
greater of $100,000 or 5 percent to carry out activi-
ties under section 2414(a); 
‘‘(2) the State educational agency may use the 
greater of $50,000 or 2.5 percent to carry out activi-
ties under section 2414(b); and 
‘‘(3) the State educational agency shall dis-
tribute the remainder as follows: 
‘‘(A) 60 percent shall be used to award 
subgrants to local educational agencies for im-
proving teaching and learning through tech-
nology pursuant to section 2415(c) by allo-
cating to each eligible local educational agency 
that has submitted an application to the State 
educational agency under such section, for the 
activities described in section 2416(b), an 
amount that bears the same relationship to 50 
percent of the remainder for such year as the 
amount received under part A of title I for such 
year by such local educational agency bears to 
the amount received under such part for such 
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year by all local educational agencies within the 
State. 
‘‘(B) 40 percent shall be used to award 
systemic school reform through technology inte-
gration subgrants pursuant to section 2416(a), 
through a State-determined competitive process, 
to eligible local educational agencies that have 
submitted applications to the State educational 
agency under section 2415(b). 
‘‘(b) SUFFICIENT AMOUNTS.— 
‘‘(1) SPECIAL
RULE.—In awarding subgrants 
under subsection (a)(3)(B), the State educational 
agency shall— 
‘‘(A) ensure grants are of sufficient size 
and scope to be effective, consistent with the 
purposes of this part; 
‘‘(B) ensure grants are of sufficient dura-
tion to be effective, consistent with the purposes 
of this part, including by awarding grants that 
will run for at least 2 years and may be re-
newed for up to a total of five years; 
‘‘(C) give preference in the awarding of 
grants to eligible local educational agencies that 
include schools in need of improvement as iden-
tified under section 1116, including those with 
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high populations of students with limited 
English proficiency or students with disabilities; 
and 
‘‘(D) ensure an equitable distribution of 
assistance under this subpart among urban and 
rural areas of the State, according to the dem-
onstrated need of those local educational agen-
cies serving the areas. 
‘‘(2) MINIMUM
ALLOTMENT.—The amount of 
any local educational agency’s allotment under sub-
section (a)(3)(A) for any fiscal year may not be less 
than $3,000. 
‘‘(c) REALLOTMENT OF UNUSED FUNDS.—If any 
local educational agency does not apply for an allotment 
under this subpart for a fiscal year, or does not use its 
entire allotment under this subpart for that fiscal year, 
the State shall reallot the amount of the local educational 
agency’s allotment, or the unused portion of the allotment, 
to the remaining local educational agencies that use their 
entire allotments under this subpart in accordance with 
this section. 
‘‘SEC. 2413. STATE APPLICATIONS. 
‘‘(a) IN GENERAL.—To be eligible to receive a grant 
under this subpart, a State educational agency shall sub-
mit to the Secretary, at such time and in such manner 
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as the Secretary may specify, an application containing 
the contents described in subsection (b) and such other 
information as the Secretary may reasonably require. 
‘‘(b) CONTENTS.—Each State application submitted 
under subsection (a) shall include each of the following: 
‘‘(1) A description of how the State will support 
local grant recipients in meeting, and help improve 
their capacity to meet, the purposes, goals, and re-
quirements of this part, including through technical 
assistance. 
‘‘(2) A description of the State’s long-term 
goals and strategies for improving student academic 
achievement, including core curricular areas and 
technology literacy, through the effective use of tech-
nology in classrooms and schools throughout the 
State. 
‘‘(3) A description of the priority areas on 
which the State will focus its guidance, technical as-
sistance, and other local support under this part, as 
identified by the State from among the core content 
areas, grade levels, and student subgroup popu-
lations that may be causing the most number of 
local educational agencies in the State to not make 
adequate yearly progress (as described in section 
1111). 
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‘‘(4) A description of how the State will support 
local grant recipients in implementing, and help im-
prove their capacity to implement, professional de-
velopment 
programs 
pursuant 
to 
section 
2416(b)(1)(A). 
‘‘(5) A description of how the State will ensure 
that teachers, paraprofessionals, library and media 
personnel, and administrators in the State are tech-
nologically literate. 
‘‘(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 funded under this part as required 
under section 2414(b). 
‘‘(7) Identification of the State challenging aca-
demic content standards and challenging student 
academic achievement standards that the State will 
use to ensure that each student is technology literate 
by the end of the 8th grade (consistent with the def-
inition of student technology literacy in section 
2402), and a description of how the State will assess 
student performance in gaining technology literacy, 
except that— 
‘‘(A) such assessment shall be used only to 
track student technology literacy and not for 
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purposes 
of 
determining 
adequate 
yearly 
progress under section 1111; and 
‘‘(B) nothing in this part shall be con-
strued as requiring a State to develop a sepa-
rate test to measure student technology literacy, 
as assessment may be embedded in other State 
tests or performance-based assessments port-
folios, or made through other valid and reliable 
means. 
‘‘(8) An assurance that financial assistance pro-
vided under this subpart will supplement, and not 
supplant, 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 in the highest need of 
assistance, including those with the highest percent-
age or number of students from families with in-
comes below the poverty line, students not achieving 
at the State proficiency level with student popu-
lations identified under section 2412(b)(1)(C), or 
schools identified as in need of improvement under 
section 1116. 
‘‘(10) A description of how the State edu-
cational agency will ensure that each subgrant 
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awarded under section 2412(a) is of sufficient size, 
scope, and duration to be effective as required under 
section 2412(b), and that such subgrants are appro-
priately targeted and equitably distributed as re-
quired under section 2412(b) to carry out the pur-
poses of this part effectively. 
‘‘(11) A description of how the State edu-
cational agency consulted with local educational 
agencies in the development of the State application. 
‘‘SEC. 2414. STATE ACTIVITIES. 
‘‘(a) IN GENERAL.—From funds made available 
under section 2412(a)(1), a State educational agency— 
‘‘(1) shall— 
‘‘(A) identify the State challenging aca-
demic content standards and challenging stu-
dent academic achievement standards that the 
State will use to ensure that each student is 
technology literate by the end of the 8th grade 
(consistent with the definition of student tech-
nology literacy in section 2402); 
‘‘(B) assess at least once by the end of the 
8th grade student performance in gaining tech-
nology literacy consistent with subparagraph 
(A), including through embedding such assess-
ment items in other State tests, performance- 
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based assessment portfolios, or through other 
means, except that— 
‘‘(i) such assessments shall be used 
only to track student technology literacy 
and not for purposes of determining ade-
quate yearly progress under section 1111; 
and 
‘‘(ii) nothing in this part shall be con-
strued as requiring a State to develop a 
separate test to measure student tech-
nology literacy; 
‘‘(C) provide guidance, technical assistance 
and other support in the priority areas identi-
fied 
by 
the 
State 
pursuant 
to 
section 
2413(b)(3) to local educational agencies receiv-
ing grants of under $10,000 under section 
2412(a)(3)(A), with a priority given to those in 
highest need of assistance pursuant to section 
2413(b)(9); 
‘‘(D) provide technical assistance to local 
educational agencies (with a priority given to 
those identified by the State as being the most 
in need of assistance, including those with the 
highest percentage or number of students from 
families with incomes below the poverty line, 
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students not achieving at the State proficiency 
level, with student populations identified under 
section 2412(b)(1)(C) and schools identified as 
in need of improvement under section 1116) 
in— 
‘‘(i) submitting applications for fund-
ing under this part; 
‘‘(ii) carrying out activities authorized 
under section 2416, including implementa-
tion of systemic school reforms as de-
scribed in section 2415(b); and 
‘‘(iii) 
developing 
local 
educational 
technology plans and integrating such 
plans with their plans for improving stu-
dent achievement under sections 1111 and 
1112 and, if applicable, section 1116; and 
‘‘(E) provide guidance, technical assist-
ance, and other support to local educational 
agencies on their plans to update computers 
and 
servers, 
including 
the 
types 
of 
functionalities that elementary and secondary 
schools should seek in purchasing new com-
puters and servers and the amount of time that 
schools should use computers and servers before 
replacing them; and 
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‘‘(2) may carry out the following activities: 
‘‘(A) State leadership activities and tech-
nical assistance that assist recipients of funds 
under this part in achieving the purposes and 
goals of this part. 
‘‘(B) Assisting recipients of funds under 
this part in the development and utilization of 
research-based or innovative strategies for the 
delivery of specialized or rigorous academic 
courses and curricula through the use of tech-
nology, including distance learning technologies. 
‘‘(C) Assisting recipients of funds under 
this subpart in providing sustained and inten-
sive, high-quality professional development pur-
suant to section 2416(b)(1)(A), including 
through assistance in a review of relevant re-
search. 
‘‘(b) EVALUATION.—From funds made available 
under section 2412(a)(2), a State educational agency shall 
carry out one or more of the following activities: 
‘‘(1) Conducting scientifically based or other 
rigorous research to evaluate the impact of one or 
more programs or activities authorized under this 
part in meeting the purposes and goals of this part. 
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‘‘(2) Providing technical assistance to eligible 
local educational agencies in carrying out evaluation 
research 
activities 
as 
required 
under 
section 
2416(a)(1). 
‘‘(3) Creating one or more evaluation research 
protocols, designs, performance measurement sys-
tems or other tools to assist eligible local educational 
agencies in carrying out evaluation activities as re-
quired under section 2416(a)(1). 
‘‘(4) Collecting and disseminating the findings 
of the evaluation research carried out by eligible 
local educational agencies under section 2416(a)(1). 
‘‘SEC. 2415. LOCAL APPLICATIONS. 
‘‘(a) IN GENERAL.—To be eligible to receive a 
subgrant from a State educational agency under this sub-
part, a local educational agency, or consortium of local 
educational agencies, shall submit to the State educational 
agency 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, at such time and in such manner as 
the State educational agency may require, which shall in-
clude each of the following: 
‘‘(1) A description of how the applicant will 
align and coordinate its use of funds under this part 
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to the district technology plan, to the district plans 
and activities for improving student achievement, in-
cluding under sections 1111, 1112, and if applicable, 
section 1116, and to funds available from other Fed-
eral, State and local sources. 
‘‘(2) An assurance that financial assistance pro-
vided under this subpart will supplement, and not 
supplant other existing funds. 
‘‘(3) A description of plans to regularly replace 
computers and servers that lack the functional capa-
bilities to process new online applications and serv-
ices, including video conferencing, video streaming, 
virtual simulations, and distance learning courses. 
‘‘(4) Such other information as the State edu-
cational agency may reasonably require. 
‘‘(b) COMPETITIVE GRANTS FOR SYSTEMIC SCHOOL 
REFORM THROUGH TECHNOLOGY INTEGRATION.—In ad-
dition to components included in subsection (a), eligible 
local educational agencies or consortiums of local edu-
cational agencies submitting application for a grant under 
section 2412(a)(3)(B) shall submit to the State edu-
cational agency an application containing the following: 
‘‘(1) A description of how the applicant will use 
grant funds to implement systemic school reform, 
which is a comprehensive set of programs, practices, 
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and technologies that collectively lead to school or 
agency change and improvement, including in the 
use of technology, and in improved student achieve-
ment and that incorporate all of the following ele-
ments: 
‘‘(A) Reform or redesign of curriculum, in-
struction, assessment, use of data, or other 
school or classroom practices through the use of 
technology, including to increase student learn-
ing opportunity, technology literacy, access, and 
engagement. 
‘‘(B) Improve educator quality, knowledge, 
and skills through on-going, sustainable, timely, 
and contextual professional development pursu-
ant to section 2416(b)(1)(A). 
‘‘(C) Develop student technology literacy 
and other skills necessary for 21st century 
learning and success. 
‘‘(D) On-going use of formative assess-
ments and other timely data sources and data 
systems to more effectively identify individual 
student learning needs and guide personalized 
instruction and learning and appropriate inter-
ventions that address those personalized stu-
dent learning needs. 
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‘‘(E) Engagement of agency and school 
leaders, as well as classroom educators. 
‘‘(F) Are either research-based, innovative, 
or both, such that research-based systemic re-
forms are based on a review of the best avail-
able research evidence, and innovative systemic 
reforms are based on development and use of 
new reforms, programs, practices and tech-
nologies. 
‘‘(2) An assurance that the applicant will use at 
least 25 percent of funds to implement a program of 
professional 
development 
pursuant 
to 
section 
2416(b)(1)(A). 
‘‘(3) A description of how the applicant will 
evaluate the impact of one or more programs or ac-
tivities authorized under this part in meeting one or 
more of the purposes and goals of this part. 
‘‘(c) FORMULA GRANTS FOR IMPROVING TEACHING 
AND LEARNING THROUGH TECHNOLOGY.—In addition to 
components included in subsection (a), eligible local edu-
cational agencies or consortiums of local educational agen-
cies that submit an application for a grant under section 
2412(a)(3)(A) shall submit to the State educational agen-
cy an application containing the following: 
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‘‘(1) An assurance that the applicant will use at 
least 40 percent of funds for professional develop-
ment pursuant to section 2416(b)(1)(A) and for 
technology tools, applications, and other resources 
related specifically to such professional development 
activities. 
‘‘(2) A description of how the applicant will im-
plement a program of professional development as 
required under paragraph (1). 
‘‘(3) A description of how the local educational 
agency will employ technology tools, applications, 
and other resources in professional development and 
to improve student learning and achievement in the 
areas of priority identified by the local educational 
agency pursuant to paragraph (4). 
‘‘(4) A description of the priority areas upon 
which the local educational agency will focus its 
grant funds under this part, such that such priority 
areas shall be identified from among the core con-
tent areas, grade levels and student subgroup popu-
lations in which the most number of students are 
not proficient. 
‘‘(d) COMBINED APPLICATIONS.—An eligible local 
educational agency that submits an application to the 
State educational agency for funds awarded under section 
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2412(a)(3)(B) may, upon notice to the State educational 
agency, submit a single application that will also be con-
sidered by the State educational agency as an application 
for funds awarded under section 2412(a)(3)(A), if the ap-
plication addresses each application requirement. 
‘‘(e) CONSORTIUM APPLICATIONS.—For any fiscal 
year, a local educational agency applying for financial as-
sistance described in section 2412(a)(3) may apply as part 
of a consortium in which more than one local educational 
agencies jointly submits a grant application under this 
part. 
‘‘SEC. 2416. LOCAL ACTIVITIES. 
‘‘(a) COMPETITIVE GRANTS FOR SYSTEMIC SCHOOL 
REFORM THROUGH TECHNOLOGY INTEGRATION.—From 
funds made available to a local educational agency under 
section 2412(a)(3)(B), the local educational agency— 
‘‘(1) shall use at least 5 percent of funds to 
evaluate the impact of one or more programs or ac-
tivities carried out under this grant in meeting one 
or more of the purposes and goals of this part as ap-
proved by the State educational agency as part of 
the local application as described under section 
2415(b)(4); 
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‘‘(2) shall use the remaining funds to imple-
ment a plan for systemic school reform pursuant to 
section 2415(b)(1), including— 
‘‘(A) using at least 25 percent of funds to 
improve teacher quality and skills through sup-
port for— 
‘‘(i) professional development activi-
ties described in subsection (b)(1)(A); and 
‘‘(ii) the acquisition and implementa-
tion of technology tools, applications and 
other resources to be employed in the pro-
fessional development activities described 
in paragraphs (i); 
‘‘(B) acquiring and effectively imple-
menting technology tools, applications and other 
resources in conjunction with enhancing or re-
designing 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 
one or more of the core academic subject 
areas; and 
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‘‘(iii) improve student technology lit-
eracy; and 
‘‘(C) acquiring and effectively imple-
menting technology tools, applications, and 
other resources to— 
‘‘(i) conduct on-going formative as-
sessment and use other timely data sources 
and data systems to more effectively iden-
tify individual students learning needs and 
guide personalized instruction, learning 
and appropriate interventions that address 
those personalized student learning needs; 
‘‘(ii) support individualized student 
learning, including through instructional 
software and digital content that supports 
the learning needs of each student, or 
through providing access to high-quality 
courses and instructors, including math, 
science and foreign language courses, often 
not available except through technology 
and online learning, especially in rural and 
high-poverty schools; and 
‘‘(iii) such other activities as appro-
priate consistent with the goals and pur-
poses of research-based and innovative sys-
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temic school reform, including to increase 
parental involvement through improved 
communication with teachers and access to 
student assignments and grades. 
‘‘(b) FORMULA GRANTS FOR IMPROVING TEACHING 
AND LEARNING THROUGH TECHNOLOGY.—From funds 
made available to a local educational agency under section 
2412(a)(3)(A), the local educational agency shall carry out 
activities to improve student learning, technology literacy, 
and achievement in the area of priority identified by the 
State under section 2413(b)(1), including the following: 
‘‘(1) Use of at least 40 percent of such funds 
for professional development to improve teacher 
quality and skills through support for— 
‘‘(A) training of teachers, paraprofes-
sionals, library and media personnel, and ad-
ministrators that— 
‘‘(i) shall include the development, ac-
quisition or delivery of— 
‘‘(I) training that is on-going, 
sustainable, timely, and directly re-
lated to current teaching content 
areas; 
‘‘(II) training in strategies and 
pedagogy in the core curriculum areas 
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that involve use of technology and 
curriculum redesign as key compo-
nents of changing teaching and learn-
ing and improving student achieve-
ment; 
‘‘(III) training in the use of tech-
nology to ensure every educator is 
technologically literate, including pos-
sessing the knowledge and skills to 
use technology across the curriculum, 
to use technology and curriculum re-
design as key components of inno-
vating teaching and learning and im-
proving student achievement, to use 
technology for data analysis to enable 
individualized instruction, and to use 
technology to improve student tech-
nology literacy; and 
‘‘(IV) training that includes on- 
going communication and follow-up 
with 
instructors, 
facilitators, 
and 
peers; and 
‘‘(ii) may include— 
‘‘(I) use of instructional tech-
nology specialists, mentors or coaches 
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to work directly with teachers, includ-
ing through the preparing of one or 
more teachers as technology leaders or 
master teachers who are provided with 
the means to serve as experts and 
train other teachers in the effective 
use of technology; and 
‘‘(II) use of technology such as 
distance learning and online virtual 
educator-to-educator 
peer 
commu-
nities as a means for delivering pro-
fessional development; and 
‘‘(B) the acquisition and implementation of 
technology tools, applications, and other re-
sources to be employed in the professional de-
velopment activities described in subparagraph 
(A). 
‘‘(2) Use of the remaining funds to acquire or 
implement technology tools, applications and other 
resources to improve student learning, technology lit-
eracy and achievement in the areas of priority iden-
tified by the local educational agency, including one 
or more of the following: 
‘‘(A) Conducting on-going formative as-
sessment and using other timely data sources 
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and data systems to more effectively identify in-
dividual students learning needs and guide per-
sonalized instruction, learning and appropriate 
interventions that address those personalized 
student learning needs. 
‘‘(B) Supporting individualized student 
learning, including through instructional soft-
ware and digital content that supports the 
learning needs of each student, or through pro-
viding access to high-quality courses and in-
structors including math, science and foreign 
language courses. 
‘‘(C) 
Increasing 
parental 
involvement 
through improved communication with teachers 
and access to student assignments and grades. 
‘‘(D) Enhancing accountability, instruction 
and data-driven decision making through data 
systems that allow for management, analysis 
and disaggregating of student, teacher and 
school data. 
‘‘(E) Such other activities as appropriate 
consistent with the goals and purposes of this 
part. 
‘‘(c) MULTIPLE GRANTS.—Local educational agen-
cies receiving grant awards under section 2412(a)(3)(A) 
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and section 2412(a)(3)(B) may use all such funds for ac-
tivities authorized under subsection (a). 
‘‘SUBPART 2—NATIONAL ACTIVITIES 
‘‘SEC. 2421. NATIONAL ACTIVITIES. 
‘‘From the amount made available to carry out na-
tional activities under section 2403(b)(1), the Secretary 
shall carry out the following activities: 
‘‘(1) NATIONAL
STUDY.—The Secretary shall 
annually conduct a national study on student tech-
nology literacy to determine the extent to which stu-
dents have gained technology literacy, as defined in 
section 2402 by the end of the 8th grade. In con-
ducting the study, the Secretary shall— 
‘‘(A) consult first with experts and stake-
holders, including educators and education lead-
ers, education technology experts from edu-
cation and industry, and the business and high-
er education communities seeking high school 
graduates with these skills; and 
‘‘(B) employ a random stratified sample 
methodology of student technology literacy per-
formance using an existing assessment instru-
ment. 
‘‘(2) 
NATIONAL
EDUCATION
TECHNOLOGY 
PLAN.—The Secretary shall update at least once 
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every five years the National Education Technology 
Plan to promote understanding and awareness of the 
role of technology and e-learning in meeting the Na-
tion’s education goals and needs. 
‘‘(3) OTHER NATIONAL ACTIVITIES.—From the 
remaining funds, the Secretary shall carry out one 
or more of the following activities: 
‘‘(A) Supporting efforts to increase student 
technology literacy as defined in section 2402. 
‘‘(B) Supporting and disseminating re-
search to examine and identify the conditions 
and practices that support the effective use of 
technology in education to improve teaching, 
learning, teacher quality, student achievement, 
student technology literacy, and the efficiency 
and productivity of the education enterprise. 
‘‘(C) Supporting efforts to increase the ca-
pacity of State and local education officials to 
budget for technology acquisition and imple-
mentation, including taking into account the 
long-term costs, how technology investments 
could increase effectiveness and efficiencies that 
ultimately save other educational costs or pro-
vide improved outcomes, and how spending for 
technology in education should be considered in 
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a comprehensive cost-benefit analysis and not 
simply as a supplemental expense. 
‘‘(D) Supporting staff at the Department 
of Education and other Federal agencies in 
their understanding of education technology, its 
role in Federal education programs, and how 
Federal grantees can be supported in inte-
grating education technologies into their pro-
grams as appropriate. 
‘‘(E) Convening stakeholders in an effort 
to outline and support a national research and 
development agenda aimed at supporting pub-
lic-private partnerships to leverage evolving 
technologies to meet evolving educational needs. 
‘‘(F) Convening practitioners and leaders 
from local and State education, business and in-
dustry, higher education, and other stakeholder 
communities to carry out the activities de-
scribed in this paragraph, including convening 
an annual forum on classroom technology best 
practices, and to otherwise address challenges 
and opportunities in the use of technology to 
improve teaching, learning, teacher quality, stu-
dent achievement, student technology literacy, 
the efficiency and productivity of the education 
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enterprise and to otherwise support school inno-
vation and the Nation’s competitiveness.’’. 
Æ 
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