I 
113TH CONGRESS 
1ST SESSION 
H. R. 521 
To award grants to encourage State educational agencies, local educational 
agencies, and schools to utilize technology to improve student achieve-
ment and college-and-career readiness, the skills of teachers and school 
leaders, and the efficiency and productivity of education systems at 
all levels. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 6, 2013 
Mr. GEORGE MILLER of California introduced the following bill; which was 
referred to the Committee on Education and the Workforce 
A BILL 
To award grants to encourage State educational agencies, 
local educational agencies, and schools to utilize tech-
nology to improve student achievement and college-and- 
career readiness, the skills of teachers and school leaders, 
and the efficiency and productivity of education systems 
at all levels. 
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 ‘‘Transforming Edu-
cation through Technology Act’’. 
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SEC. 2. TABLE OF CONTENTS. 
The table of contents for this Act is as follows: 
Sec. 1. Short title. 
Sec. 2. Table of contents. 
Sec. 3. Findings. 
Sec. 4. Purposes. 
Sec. 5. E-rate restriction. 
Sec. 6. Rule of construction regarding purchasing. 
Sec. 7. Definitions. 
TITLE I—TECHNOLOGY READINESS AND ACCESS 
Sec. 101. Technology grants program authorized. 
Sec. 102. State applications. 
Sec. 103. State use of grant funds. 
Sec. 104. Local subgrants. 
Sec. 105. Reporting. 
Sec. 106. Authorization. 
TITLE II—TECHNOLOGY FOR TOMORROW FUND 
Sec. 201. Short title. 
Sec. 202. Technology for tomorrow fund. 
Sec. 203. Application. 
Sec. 204. Use of funds. 
Sec. 205. Data collection and reporting. 
Sec. 206. Performance measurement and evaluation and dissemination. 
Sec. 207. Authorization of appropriations. 
SEC. 3. FINDINGS. 
Congress finds the following: 
(1) There is growing opportunity provided by 
technology in classrooms, for every grade, in every 
subject, and for all types of learners, to— 
(A) ensure that students are college-and- 
career ready; and 
(B) access the accelerating roll-out of on-
line assessments. 
(2) Comprehensive education technology pro-
grams have shown great success in improving stu-
dent achievement, reducing secondary school dropout 
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rates, and improving graduation and college enroll-
ment rates. 
(3) Mooresville Graded School District in the 
State of North Carolina has implemented an inte-
grated education technology initiative, which has led 
to its ranking as the third highest achieving district 
in the State, with 21 percent composite achievement 
rate increases and 25 percent graduation rate in-
creases over 5 years. 
(4) At Manor New Tech High School in the 
State of Texas, where 65 percent of students receive 
free or reduced price lunch under the Richard B. 
Russell National School Lunch Act (42 U.S.C. 1751 
et seq.) and 75 percent are students of color, a 
project-based learning focus on science, technology, 
engineering and mathematics, has led to 62 percent 
of students being the first generation in their fami-
lies to enroll in an institution of higher education 
and a near zero secondary school dropout rate. 
(5) At the City Arts and Technology High 
School Envisions in San Francisco, California, which 
emphasizes personalized learning environments, inte-
gration of arts and technology in project-based 
learning, and development of deeper learning skills, 
98 percent of the graduates enrolled at an institu-
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tion of higher education, 91 percent remained en-
rolled at such an institution, and 100 percent met 
the course requirements for entrance to the Univer-
sity of California. 
(6) The Federal Government placed a strong 
emphasis on technology professional development in 
the past decade, but no longer provides any funding 
support for such activities. Annual appropriations 
for grants awarded under the Enhancing Education 
through Technology Act of 2001 under subpart D of 
title II of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6751 et seq.) ended in 2010 
and all funds appropriated by the American Recov-
ery and Reinvestment Act of 2009 (Public Law 
111–5) for such grants were to have been spent by 
September 2011. 
(7) Online professional development courses 
offer excellent opportunities for educators to receive 
the training that they need 24 hours each day, 7 
days each week. However, a recent survey indicates 
that only 25 percent of teachers make use of online 
professional development courses. 
(8) For technology to be fully integrated into 
classrooms and to ensure that students are college- 
and-career ready, it is critical that school adminis-
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trators are confident in their abilities to use tech-
nology and thereby lead change in their schools and 
local educational agencies. The Federal Government 
must invest in building leadership skills and capacity 
for technology to truly take hold in our Nation’s 
schools. 
SEC. 4. PURPOSES. 
The purposes of this Act are to— 
(1) improve the achievement, academic growth, 
and college-and-career readiness of students who 
have developed the ability to think critically, apply 
knowledge to solve complex problems, work collabo-
ratively, communicate effectively, be self-directed, 
and be responsible digital citizens; 
(2) ensure all students have access to individ-
ualized, rigorous, and engaging digital learning expe-
riences; 
(3) ensure that educators have the knowledge 
and skills to develop and implement digital learning 
curriculum, use technology effectively in order to 
personalize and strengthen instruction, and effec-
tively deliver and utilize assessments to measure stu-
dent outcomes and support student success; 
(4) ensure that administrators have the leader-
ship, management, knowledge, and skills to design, 
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develop, and implement a school or local educational 
agency-wide digital age learning environment; 
(5) improve the efficiency and productivity of 
education through technology; 
(6) address the connectivity needs of local edu-
cational agencies and educational service agencies 
that are eligible for support under the E-rate pro-
gram without duplicating the support available 
under such program; and 
(7) ensure that State educational agencies, local 
educational agencies, and elementary schools and 
secondary schools have the technological capacity 
and infrastructure to meet purposes described in 
paragraphs (1) through (6). 
SEC. 5. E-RATE RESTRICTION. 
Funds awarded under this Act may be used to ad-
dress the networking needs of a recipient of such funds 
for which the recipient is eligible to receive support under 
the E-rate program, except that such funds may not be 
duplicative of support received by the recipient under the 
E-rate program. 
SEC. 
6. 
RULE 
OF 
CONSTRUCTION 
REGARDING 
PUR-
CHASING. 
Nothing in this Act shall be construed to permit a 
recipient of funds under this Act to purchase goods or 
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services using such funds without ensuring that the pur-
chase is free of any conflict of interest between such recipi-
ent, or any partner of such recipient, and the person or 
entity receiving such funds. 
SEC. 7. DEFINITIONS. 
In this Act: 
(1) IN
GENERAL.—Except as otherwise pro-
vided in this Act, any term that is defined in section 
9101 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801) has the meaning 
given the term in such section. 
(2) DIGITAL
LEARNING.—The term ‘‘digital 
learning’’ means any instructional practice that ef-
fectively uses technology to strengthen a student’s 
learning experience and encompasses a wide spec-
trum of tools and practices, including— 
(A) interactive learning resources that en-
gage students in academic content; 
(B) access to online databases and other 
primary source documents; 
(C) the use of data to personalize learning 
and provide targeted supplementary instruction; 
(D) student collaboration with content ex-
perts and peers; 
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(E) online and computer-based assess-
ments; 
(F) digital content, adaptive, and simula-
tion software or courseware, 
(G) online courses, online instruction, or 
digital learning platforms; 
(H) mobile and wireless technologies for 
learning in school and at home; 
(I) learning environments that allow for 
rich collaboration and communication; 
(J) authentic audiences for learning in a 
relevant, real world experience; 
(K) teacher participation in virtual profes-
sional communities of practice; and 
(L) hybrid or blended learning, which oc-
curs under direct instructor supervision at a 
school or other location away from home and, 
at least in part, through online delivery of in-
struction with some element of student control 
over time, place, path, or pace. 
(3) ELIGIBLE PARTNERSHIP.—The term ‘‘eligi-
ble partnership’’ means a partnership that in-
cludes— 
(A) not less than 1— 
(i) State educational agency; or 
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(ii) local educational agency or consor-
tium of local educational agencies; and 
(B) not less than 1— 
(i) local educational agency, edu-
cational service agency, consortium of local 
educational agencies, or consortium of edu-
cational service agencies; 
(ii) institution of higher education; 
(iii) nonprofit or community-based or-
ganization; or 
(iv) business or for-profit organiza-
tion. 
(4) ELIGIBLE TECHNOLOGY.—The term ‘‘eligi-
ble technology’’ means modern information, com-
puter, and communication technology hardware, 
software, services, or tools, including computer or 
mobile hardware devices and other computer and 
communications hardware, software applications, 
systems and platforms, and digital and online con-
tent, courseware, and online instruction and other 
online services and supports. 
(5) E-RATE PROGRAM.—The term ‘‘E-rate pro-
gram’’ means the Schools and Libraries Universal 
Service Support Mechanism. 
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(6) PROFESSIONAL DEVELOPMENT.—The term 
‘‘professional development’’ is a process of contin-
uous improvement for teachers and school leaders 
that improves educator knowledge, skills, and prac-
tice toward the goal of increased student achieve-
ment and— 
(A) is intensive, ongoing, connected to 
practice, and on-site where allowable; 
(B) is focused on student learning and ad-
dresses the teaching of specific curriculum con-
tent; 
(C) is aligned with school improvement pri-
orities and goals of the school and local edu-
cational agency; and 
(D) builds strong working relationships 
among teachers and school leaders that— 
(i) may be built around active profes-
sional learning communities; and 
(ii) may contain on-demand compo-
nents, such as instructional videos, train-
ing documents, or learning modules. 
(7) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
(8) STUDENT
TECHNOLOGY
LITERACY.—The 
term ‘‘student technology literacy’’ means student 
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knowledge and skills in using contemporary informa-
tion, communication, and learning technologies in a 
manner necessary for successful employment, life-
long learning, and citizenship in the knowledge- 
based, digital, and global 21st century, including, at 
a minimum, the ability to— 
(A) effectively communicate and collabo-
rate; 
(B) analyze and solve problems; 
(C) access, evaluate, manage, and create 
information and otherwise gain information lit-
eracy; 
(D) demonstrate creative thinking, con-
struct knowledge, and develop innovative prod-
ucts and processes; and 
(E) carry out the activities described in 
subparagraphs (A) through (D) in a safe and 
ethical manner. 
(9) TECHNOLOGY
READINESS
SURVEY.—The 
term ‘‘technology readiness survey’’ means a survey 
completed by a local educational agency that pro-
vides standardized information comparable to the in-
formation collected through the technology readiness 
survey administered under the Race to the Top As-
sessment program under section 14006 of division A 
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of the American Recovery and Reinvestment Act of 
2009 (Public Law 111–5) on the quantity and types 
of technology infrastructure and access available to 
the students served by the local educational agency, 
including computer devices, Internet connectivity, 
operating systems, related network infrastructure, 
data systems, and— 
(A) requiring— 
(i) an internal review of the degree to 
which instruction, additional student sup-
port, and professional development is deliv-
ered in digital formats, media, and plat-
forms and is available to students and edu-
cators at any time; 
(ii) an internal review of the ability of 
educators to use assessments and other 
student data to personalize and strengthen 
instruction and identify professional devel-
opment needs and priorities; and 
(iii) any other information required by 
the State educational agency serving the 
local educational agency; and 
(B) may include an assessment of local 
community needs to ensure students have ade-
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quate on-line access and access to devices for 
school-related work during out-of-school time. 
(10) UNIVERSAL DESIGN FOR LEARNING.—The 
term ‘‘universal design for learning’’ has the mean-
ing given the term in section 103 of the Higher 
Education Act of 1965 (20 U.S.C. 1003). 
TITLE I—TECHNOLOGY 
READINESS AND ACCESS 
SEC. 101. TECHNOLOGY GRANTS PROGRAM AUTHORIZED. 
(a) IN GENERAL.—From the amounts appropriated 
under section 106, the Secretary shall award State Grants 
for Technology Readiness and Access (in this title referred 
to as ‘‘grants’’) to State educational agencies to strength-
en State and local technological infrastructure and profes-
sional development that supports digital learning through 
State activities under section 103(c) and local activities 
under section 104(c). 
(b) GRANTS TO STATE EDUCATIONAL AGENCIES.— 
(1) RESERVATIONS.—From the amounts appro-
priated under section 106 for any fiscal year, the 
Secretary shall reserve— 
(A) three-fourths of 1 percent for the Sec-
retary of Interior to provide assistance under 
this title for schools operated or funded by the 
Bureau of Indian Education; and 
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(B) 1 percent to provide assistance under 
this title to the outlying areas; and 
(2) GRANTS.—From the amounts appropriated 
under section 106 for any fiscal year and remaining 
after the Secretary makes reservations under para-
graph (1), the Secretary shall make a grant for the 
fiscal year to each State educational agency with an 
approved application under section 102 in an 
amount that bears the same relationship to such re-
mainder as the amount the State educational agency 
received under part A of title I of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
6311 et seq.) for such year bears to the amount all 
State educational agencies with an approved applica-
tion under section 102 received under such part (20 
U.S.C. 6311 et seq.) for such year. 
(c) MINIMUM.—The amount of a grant to a State 
educational agency under subsection (b)(2) for a fiscal 
year may not be less than one-half of 1 percent of the 
total amount made available for grants to all State edu-
cational agencies under such subsection for such year. 
(d) REALLOTMENT
OF UNUSED FUNDS.—If any 
State educational agency does not apply for a grant under 
subsection (b)(2) for a fiscal year, or does not use its en-
tire grant under subsection (b)(2) for such year, the Sec-
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retary shall reallot the amount of the State educational 
agency’s grant, or the unused portion of the grant, to the 
remaining State educational agencies that use their entire 
grant amounts under subsection (b)(2) for such year. 
(e) MATCHING FUNDS.— 
(1) IN GENERAL.—A State educational agency 
that receives a grant under subsection (b)(2) shall 
provide matching funds, from non-Federal sources, 
in an amount equal to 20 percent of the amount of 
grant funds provided to the State educational agency 
to carry out the activities supported by the grant. 
Such matching funds may be provided in cash or in- 
kind, except that any such in-kind contributions 
shall be provided for the purpose of supporting the 
State educational agency’s activities under section 
104(c). 
(2) WAIVER.—The Secretary may waive the 
matching requirement under paragraph (1) for a 
State educational agency that demonstrates that 
such requirement imposes an undue financial hard-
ship on the State educational agency. 
SEC. 102. STATE APPLICATIONS. 
(a) APPLICATION.—To receive a grant under section 
101(b)(2), a State educational agency shall submit to the 
Secretary an application at such time and in such manner 
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as the Secretary may require and containing the informa-
tion described in subsection (b). 
(b) CONTENTS.—Each application submitted under 
subsection (a) shall include the following: 
(1) A description of how the State educational 
agency will meet the following goals: 
(A) Use technology to ensure all students 
achieve college-and-career readiness and tech-
nology literacy, including by providing high- 
quality education opportunities to economically 
or geographically isolated student populations. 
(B) Provide educators with the tools, de-
vices, content, and resources to— 
(i) significantly improve teaching and 
learning, including support to increase per-
sonalization for and engagement of stu-
dents in pursuit of college-and-career read-
iness and technology literacy; and 
(ii) develop and use assessments to 
improve instruction consistent with the 
principles of universal design for learning, 
including for students with disabilities and 
English-language learners. 
(C) Ensure administrators and school lead-
ers have the flexibility and capacity to develop 
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and manage systems to carry out activities de-
scribed in subparagraphs (A) and (B), and sup-
port administrators and school leaders in uti-
lizing technology to promote equity and increase 
efficiency and productivity. 
(D) Enable local educational agencies to 
build the technological capacity and infrastruc-
ture (including through local purchasing of eli-
gible technology), necessary for the full imple-
mentation of on-line assessments for all stu-
dents, (including students with disabilities and 
English-language learners) and to— 
(i) ensure the interoperability of data 
systems and eligible technology; and 
(ii) carry out subparagraphs (A) 
through (C). 
(2) A description of the results of the tech-
nology readiness in the State as determined by local 
educational agency responses to the technology read-
iness survey, including— 
(A) the status of the ability of each local 
educational agency served by the State edu-
cational agency to meet the goals described in 
section 104(b)(1); 
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(B) an assurance that not less 90 percent 
of the local educational agencies served by the 
State educational agency have completed and 
submitted the technology readiness survey to 
the State educational agency; and 
(C) an assurance that the results of the 
technology readiness survey for each such local 
educational agency are made available to the 
Secretary and the public through the Website of 
the local educational agency. 
(3) A description of the plan for the State edu-
cational agency to support each local educational 
agency served by the State educational agency in 
meeting the goals described in section 104(b)(1) not 
later than 3 years after the local educational agency 
completes the technology readiness survey by ad-
dressing the readiness gaps identified in such sur-
vey. 
(4) A description of the State’s process for the 
adoption, acquisition, distribution, and use of con-
tent, how the State will ensure integrity of such 
processes, and how such processes support the goals 
under paragraph (1) or how a State will change 
such processes to support such goals, and how the 
State will ensure content quality. 
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(5) A description of how the State educational 
agency will ensure its data systems and eligible tech-
nology are interoperable. 
(6) An assurance that the State educational will 
consider making content widely available through 
open educational resources when making purchasing 
decisions with funds received under this title. 
(7) A description of the State’s student tech-
nology literacy standards and the technology stand-
ards for teachers and administrators, and an assur-
ance that the State’s student technology literacy 
standards meet the requirements of section 7(8). 
(8) An assurance that subgrant awards under 
section 104 will be carried out by the State edu-
cational agency staff with responsibility for leader-
ship, coordination, and implementation of instruc-
tional and other classroom technologies. 
(9) A description of how the State educational 
agency will award subgrants to local educational 
agencies under section 104. 
(10) A description of the process, activities, and 
performance measures, that the State educational 
agency will use to evaluate the impact and effective-
ness of the grant and subgrants funds awarded 
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under this title across the State and in each local 
educational agency. 
(11) A description of how the State educational 
agency will, in providing technical and other assist-
ance to local educational agencies, give priority to 
the local educational agencies proposing to target 
services to— 
(A) students in schools in need of improve-
ment and persistently low-achieving schools; 
and 
(B) schools with a high percentage of stu-
dents that are eligible for free or reduced price 
lunch under the Richard B. Russell National 
School Lunch Act (42 U.S.C. 1751 et seq.). 
(12) A description of how the State educational 
agency consulted with local educational agencies in 
the development of the State educational agency’s 
application under this subsection. 
(13) An assurance that the State educational 
agency will provide matching funds as required 
under section 101(e). 
(14) A description of how the State educational 
agency will ensure that funds received under this 
title is not duplicative of support received under the 
E-rate program. 
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(15) An assurance that the State educational 
agency will protect the privacy and safety of stu-
dents and teachers, consistent with requirements of 
section 444 of the General Education Provisions Act 
(20 U.S.C. 1232g) (commonly known as the ‘‘Fam-
ily Educational Rights and Privacy Act of 1974’’) 
and section 2441(a) of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 6777(a)). 
SEC. 103. STATE USE OF GRANT FUNDS. 
(a) RESERVATION
FOR SUBGRANTS TO SUPPORT 
TECHNOLOGY
INFRASTRUCTURE.—Each 
State 
edu-
cational agency that receives a grant under section 
101(b)(2) shall expend not less 90 percent of the grant 
amount for each fiscal year to award subgrants to local 
educational agencies in accordance with section 104. 
(b) RESERVATION FOR STATE ACTIVITIES.— 
(1) IN GENERAL.—A State educational agency 
shall reserve not more than 10 percent of the grant 
received under section 101(b)(2) for the State activi-
ties described in subsection (c). 
(2) GRANT ADMINISTRATION.—Of the amount 
reserved by a State educational agency under para-
graph (1), the State educational agency may reserve 
not more than 1 percent or 3 percent, in the case 
of a State educational agency awarding subgrants 
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under section 104(a)(2), for the administration of 
the grant under this title, except that a State edu-
cational agency that forms a State purchasing con-
sortium under subsection (d)— 
(A) may reserve an additional 1 percent to 
carry out the activities described in subsection 
(d)(1); and 
(B) shall receive direct approval from the 
local educational agencies receiving subgrants 
under section 104(a) from the State educational 
agency prior to reserving more than the addi-
tional percentage authorized under subpara-
graph (A) to carry out the activities described 
in subsection (d)(1). 
(c) STATE ACTIVITIES.—A State educational agency 
shall use funds described in subsection (b) to carry out 
each of the following: 
(1) Except for the awarding of subgrants in ac-
cordance with section 104, activities described in the 
State educational agency’s application under section 
102(b). 
(2) Providing technical assistance to local edu-
cational agencies to— 
(A) identify and address technology readi-
ness needs; 
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(B) redesign curriculum and instruction, 
improve educational productivity, and deliver 
computer-based and online assessment; 
(C) use technology, consistent with the 
principles of universal design for learning, to 
support the learning needs of all students in-
cluding students with disabilities and English- 
language learners; 
(D) support principals to have the exper-
tise to evaluate teachers’ proficiency in imple-
menting digital tools for teaching and learning; 
and 
(E) build capacity for individual school and 
local educational agency leaders. 
(3) Developing or utilizing research-based or in-
novative strategies for the delivery of specialized or 
rigorous academic courses and curricula through the 
use of technology, including digital learning tech-
nologies and assistive technology. 
(4) Integrating and coordinating activities 
under this title with other educational resources and 
programs across the State. 
(5) Disseminating information, including mak-
ing publicly available on the Websites of the State 
educational agency promising practices to improve 
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technology instruction, and acquiring and imple-
menting technology tools and applications. 
(6) Ensuring that teachers, paraprofessionals, 
library and media personnel, specialized instructional 
support personnel, and administrators possess the 
knowledge and skills to use technology— 
(A) for curriculum redesign to change 
teaching and learning and improve student 
achievement; 
(B) for formative and summative assess-
ment administration, data analysis, and to per-
sonalize learning; 
(C) to improve student technology literacy; 
(D) to expand the range of supports and 
accommodations available to English-language 
learners and students with disabilities; and 
(E) for their own ongoing professional de-
velopment and for access to teaching resources 
and tools. 
(7) Coordinating with teacher and school leader 
preparation programs to— 
(A) align digital learning teaching stand-
ards; and 
(B) provide ongoing professional develop-
ment for teachers and school leaders that is 
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(A) except for promoting the pricing op-
portunities described in paragraph (1)(C), make 
recommendations to local educational agencies 
for or require use of any specific commercial 
products and services by local educational agen-
cies; 
(B) require local educational agencies to 
participate in a State purchasing consortia or 
local purchasing consortia; or 
(C) use more than the reservation amount 
authorized for the administration of the grant 
under subsection (b) to carry out the activities 
described in paragraph (1), unless the State 
educational agency receives approval in accord-
ance with subsection (b)(2)(B). 
SEC. 104. LOCAL SUBGRANTS. 
(a) SUBGRANTS.— 
(1) GRANTS
TO
LOCAL
EDUCATIONAL
AGEN-
CIES.—From the grant funds provided under section 
101(b)(2) to a State educational agency that are re-
maining after the State educational agency makes 
reservations under section 104(b) for any fiscal year 
and subject to paragraph (2), the State educational 
agency shall award subgrants for the fiscal year to 
local educational agencies served by the State edu-
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cational agency and with an approved application 
under subsection (b) by allotting to each such local 
educational agency an amount that bears the same 
relationship to the remainder as the amount received 
by the local educational agency under part A of title 
I of the Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 6301 et seq.) for such year 
bears to the amount received by all such local edu-
cational agencies under such part for such year, ex-
cept that no local educational agency may receive 
less than $5,000. 
(2) COMPETITIVE
GRANTS
TO
LOCAL
EDU-
CATIONAL AGENCIES.—If the amount of funds ap-
propriated 
under 
section 
106 
is 
less 
than 
$500,000,000 for any fiscal year, a State edu-
cational agency— 
(A) shall not award subgrants under para-
graph (1); and 
(B) shall— 
(i) award subgrants, on a competitive 
basis, to local educational agencies based 
on the quality of applications submitted 
under (b), including— 
(I) the level of technology readi-
ness as determined by the technology 
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readiness surveys completed by local 
educational agencies submitting such 
applications; and 
(II) the technology plans de-
scribed in subsection (b)(3) and how 
the local educational agencies with 
such plans will carry out the align-
ment and coordination described in 
such subsection; and 
(ii) ensure that such subgrants are of 
sufficient size and scope to carry out the 
local activities described in subsection (c). 
(3) DEFINITION
OF
LOCAL
EDUCATIONAL 
AGENCY
FOR
CERTAIN
FISCAL
YEARS.—For pur-
poses of awarding subgrants under paragraph (2), 
the term ‘‘local educational agency’’ means— 
(A) a local educational agency; 
(B) an educational service agency; or 
(C) a local educational agency and an edu-
cational service agency. 
(b) APPLICATION.—A local educational agency that 
desires to receive a subgrant under subsection (a) shall 
submit an application to the State at such time, in such 
manner, and accompanied by such information as the 
State educational agency may require, including— 
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(1) a description of how the local educational 
agency will— 
(A) carry out the goals described in sub-
paragraphs 
(A) 
through 
(C) 
of 
section 
101(b)(1); and 
(B) enable schools served by the agency to 
build the technological capacity and infrastruc-
ture (including through local purchasing of eli-
gible technology), necessary for the full imple-
mentation of on-line assessments for all stu-
dents (including students with disabilities and 
English-language learners) and to— 
(i) ensure the interoperability of data 
systems and eligible technology; and 
(ii) carry out the goals described in 
subparagraphs (A) through (C) of section 
101(b)(1); 
(2) a description of the results of the tech-
nology readiness survey completed by the local edu-
cational agency and a description of the plan for the 
local educational agency to meet the goals described 
in paragraph (1) within 3 years of completing the 
survey; 
(3) a description of the local educational agen-
cy’s student technology literacy standards, and its 
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goals for the technology skills for teachers and ad-
ministrators, and an assurance that the student 
technology literacy standards meet the requirements 
of section 7(8); 
(4) a description of the local educational agen-
cy’s technology plan to carry out paragraphs (1) and 
(3) and how the agency will align and coordinate the 
activities under this section with other activities 
across the local educational agency; 
(5) a description of the team of educators that 
will coordinate and carry out the activities under 
this section, including individuals with responsibility 
and expertise in instructional technology, teachers 
that specialize in supporting students with disabil-
ities and English-language learners, school leaders, 
technology officers, and staff responsible for assess-
ments and data analysis; 
(6) a description of how the local educational 
agency will evaluate teachers’ proficiency and 
progress in implementing technology for teaching 
and learning; 
(7) a description of how the local educational 
agency will ensure that principals have the expertise 
to evaluate teachers’ proficiency and progress in im-
plementing technology for teaching and learning and 
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the interoperability of data systems and eligible tech-
nology; 
(8) a description of the local educational agen-
cy’s procurement process and process for the cre-
ation, acquisition, distribution, and use of content, 
how the local educational agency will ensure integ-
rity of such processes, and how such processes sup-
port the goals described in paragraph (1) or how a 
local educational agency will change such processes 
to support such goals, and how the local educational 
agency will ensure content quality; 
(9) a description of how the local educational 
agency will carry out activities under subsection (c); 
(10) a description of how the subgrant funds 
received under subsection (a) will be coordinated 
with and supported by other Federal, State, and 
local funds to support activities under this title; 
(11) a description of how the local educational 
agency will ensure that the subgrant received under 
subsection (a) is not duplicative of support received 
under the E-rate program; and 
(12) an assurance that the local educational 
agency will protect the privacy and safety of stu-
dents and teachers, consistent with requirements 
section 444 of the General Education Provisions Act 
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(20 U.S.C. 1232g) (commonly known as the ‘‘Fam-
ily Educational Rights and Privacy Act of 1974’’) 
and section 2441(a) of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 6777(a)). 
(c) USE OF FUNDS.— 
(1) TECHNOLOGY
INFRASTRUCTURE.—Subject 
to paragraph (3), a local educational agency receiv-
ing a subgrant under subsection (a) shall use not 
less than 40 percent of such funds to support activi-
ties for the acquisition of eligible technology needed 
to— 
(A) except for the activities described in 
paragraph (2), carry out activities described in 
the application submitted under subsection (b), 
including purchasing devices, equipment, and 
software 
applications, 
and 
improving 
connectivity to and within schools; and 
(B) address readiness shortfalls identified 
under the technology readiness survey com-
pleted by the local educational agency. 
(2) PROFESSIONAL
DEVELOPMENT
FOR
DIG-
ITAL LEARNING.—Subject to paragraph (3), a local 
educational agency receiving a subgrant under sub-
section (a)— 
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srobinson on DSK4SPTVN1PROD with BILLS
(A) shall use not less than 35 percent of 
such funds to carry out— 
(i) digital age professional develop-
ment opportunities for teachers, para-
professionals, library and media personnel, 
specialized instructional support personnel, 
technology coordinators, and administra-
tors in the effective use of modern infor-
mation and communication technology 
tools and digital resources to deliver in-
struction, curriculum and school classroom 
management, 
including 
for 
classroom 
teachers to assess, support, and provide 
engaging student learning opportunities, 
including professional development that— 
(I) is ongoing, sustainable, and 
scalable; 
(II) is participatory; 
(III) includes communication and 
regular interactions with instructors, 
facilitators, and peers and is directly 
related to up-to-date teaching methods 
in content areas; 
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(IV) includes strategies and tools 
for improving communication with 
parents and family engagement; 
(V) may be built around active 
professional learning communities or 
online communities of practice or 
other tools that increase collaboration 
among teachers across schools, local 
educational agencies, or States; and 
(VI) may contain on-demand 
components, such as instructional vid-
eos, training documents, or learning 
modules; 
(ii) ongoing professional development 
in strategies and pedagogy in the core aca-
demic subjects that involve the use of tech-
nology and curriculum redesign as key 
components of supporting effective, innova-
tive teaching and learning, and improving 
student achievement; 
(iii) ongoing professional development 
in the use of educational technologies to 
ensure every educator achieves and main-
tains technology literacy, including pos-
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sessing and maintaining the knowledge and 
skills to use technology— 
(I) across the curriculum for stu-
dent learning; 
(II) for real-time data analysis 
and online or digital assessment to en-
able individualized instruction; and 
(III) to develop and maintain 
student technology literacy; 
(iv) ongoing professional development 
for school leaders to provide and promote 
leadership in the use of— 
(I) educational technology to en-
sure a digital-age learning environ-
ment, including the capacity to lead 
the reform or redesign of curriculum, 
instruction, assessment; and 
(II) data through the use of tech-
nology in order to increase student 
learning opportunity, student tech-
nology literacy, student access to tech-
nology, and student engagement in 
learning; and 
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(v) a review of the effectiveness of the 
professional development and regular inter-
vals of learner feedback and data; and 
(B) may use such funds for— 
(i) the use of technology coaches to 
work directly with teachers, including 
through the preparation of teachers as 
technology leaders or master teachers— 
(I) who are provided with the 
means to serve as experts and to cre-
ate professional development opportu-
nities for other teachers in the effec-
tive use of technology; and 
(II) who may leverage tech-
nologies, such as distance learning 
and online virtual educator-to-educa-
tor peer communities, as a means to 
support ongoing, participatory profes-
sional growth around the integration 
of effective educational technologies; 
(ii) innovative approaches to ongoing 
professional development such as non- 
standard achievement recognition strate-
gies, 
including 
digital 
badging, 
gamification elements, use of learner-cre-
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ated learning objects, integration of social 
and professional networking tools, rating 
and commenting on learning artifacts, and 
personalization of professional develop-
ment; and 
(iii) any other activities required to 
carry out the local educational agency’s 
technology plan described in subsection 
(b)(4). 
(3) MODIFICATION
OF
FUNDING
ALLOCA-
TIONS.—A State educational agency may authorize a 
local educational agency to modify the percentage of 
the local educational agency’s subgrant funds re-
quired to carry out the activities described in para-
graphs (1) or (2) if the local educational agency 
demonstrates that such modification will assist the 
local educational agency in more effectively carrying 
out such activities. 
(4) 
PURCHASING
CONSORTIA.—Local 
edu-
cational agencies receiving subgrants under sub-
section (a) may— 
(A) form a local purchasing consortia with 
other such local educational agencies to carry 
out the activities described in this subsection, 
including purchasing eligible technology; and 
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(B) use such funds for purchasing eligible 
technology through a State purchasing con-
sortia under section 103(d). 
SEC. 105. REPORTING. 
(a) LOCAL EDUCATIONAL AGENCIES.—Each local 
educational agency receiving a subgrant under section 104 
shall submit to the State educational agency that awarded 
such subgrant an annual report the meets the require-
ments of subsection (c). 
(b) STATE EDUCATIONAL AGENCIES.—Each State 
educational agency receiving a grant under section 
101(b)(2) shall submit to the Secretary an annual report 
that meets the requirements of subsection (c). 
(c) REPORT REQUIREMENTS.—A report submitted 
under subsection (a) or (b) shall include, at a minimum, 
a description of— 
(1) the status of the State education agency’s 
plan described in section 102(b)(3) or local edu-
cation agency’s technology plan under section 
104(b)(4), as applicable; 
(2) the categories eligible technology acquired 
with funds under this title and how such technology 
is being used; 
(3) the professional development activities fund-
ed under this title, including types of activities and 
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