entities involved in providing such professional devel-
opment to classroom teachers and other staff, such 
as school librarians; 
(4) the instruction, strategies, activities, and 
curricula used in the programs funded under this 
title; and 
(5) the types of programs funded under this 
title. 
SEC. 106. AUTHORIZATION. 
There are authorized to be appropriated to carry out 
this Act $500,000,000 for fiscal year 2014 and such sums 
as may be necessary for each of the 4 succeeding fiscal 
years. 
TITLE II—TECHNOLOGY FOR 
TOMORROW FUND 
SEC. 201. SHORT TITLE. 
This title may be cited as the ‘‘Technology for To-
morrow Fund’’. 
SEC. 202. TECHNOLOGY FOR TOMORROW FUND. 
(a) GRANTS TO ELIGIBLE PARTNERSHIPS.—From 
the amounts appropriated under section 207 and not re-
served under subsection (b), the Secretary shall award 
grants, on a competitive basis, to eligible partnerships to 
enable the eligible partnerships to carry out activities de-
scribed in section 204 to improve student achievement, 
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academic 
growth, 
and 
college-and-career 
readiness 
through the use of technology and digital learning. 
(b) RESERVATION OF FUNDS.—The Secretary may 
reserve up to 5 percent of the amounts appropriated under 
section 207 for a fiscal year for— 
(1) the administration of this title; and 
(2) the evaluation and dissemination activities 
described in section 204(b). 
(c) DURATION OF GRANT PERIOD.—A grant under 
subsection (a) shall be awarded to an eligible partnership 
for at least a 2-year period and not longer than a 3-year 
period, except that the Secretary may award the eligible 
partnership an additional 2-year grant if the eligible part-
nership demonstrates satisfactory progress on the per-
formance measures described in section 206(a). 
SEC. 203. APPLICATION. 
(a) IN GENERAL.—To receive a grant under section 
202, an eligible partnership shall submit an application 
at such time and in such manner as the Secretary may 
require, and containing the information described in sub-
section (b). 
(b) CONTENTS.—An application submitted under 
subsection (a) shall include— 
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(1) a description of the eligible partnership, the 
partners forming the eligible partnership, and the 
roles and responsibilities of each partner; 
(2) a demonstration of each partner’s capacity 
and commitment to fulfill its role and responsibilities 
to ensure the successful completion of activities de-
scribed in section 204; 
(3) a description of how the grant funds will be 
used to improve the achievement, academic growth, 
and college-and-career readiness of students, par-
ticularly at-risk, low-income, and low-performing 
students; 
(4) a description of how the activities funded by 
the grant will be innovative, systemic, or evidence- 
based by ensuring such activities— 
(A) are based on strong or promising evi-
dence or a review of the best available research 
evidence; and 
(B) may contribute to the development and 
use of new models; 
(5) a description of how such activities will uti-
lize technology and digital learning to— 
(A) promote personalized, individualized 
instruction that improves student achievement, 
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academic growth, and college-and-career readi-
ness; 
(B) improve teacher and school leader 
preparation, training, knowledge, skills, prac-
tice, and professional capacity; 
(C) ensure all students, particularly at-risk 
and historically disadvantaged students, includ-
ing students with disabilities and English-lan-
guage learners, have equitable access to high- 
quality curriculum, instruction, assessments, 
technology, and digital learning; or 
(D) improve the efficiency and productivity 
of education; 
(6) a description of how the eligible partnership 
will measure and report data on the effectiveness of 
such activities under section 205(a); 
(7) an assurance that the grant funds will not 
solely be used— 
(A) to purchase materials, hardware, or 
technology-based tools; or 
(B) to implement online learning to the ex-
clusion of other activities; 
(8) a description of how the eligible partnership 
will ensure that a grant received under this title is 
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not duplicative of support received under the E-rate 
program; and 
(9) such other information as the Secretary 
may require. 
(c) APPLICATION REVIEW AND AWARD.— 
(1) APPLICATION
REVIEW
AND
APPROVAL.— 
The Secretary shall— 
(A) establish a peer review process to as-
sist in the review of the grant applications and 
approval of the grants under this section; 
(B) appoint to the peer review process in-
dividuals who are educators and experts in— 
(i) technology and digital learning; 
(ii) classroom instruction and teaching 
practice; 
(iii) school improvement, redesign, or 
turnaround; 
(iv) teacher and school leader training 
or professional development; and 
(v) education efficiency and produc-
tivity; and 
(C) ensure that each grant is of sufficient 
size and scope to carry out the activities de-
scribed in the grant application under sub-
section (b), including the activities described in 
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section 204 and measuring and reporting data 
under section 205(a). 
(2) GRANT AWARD.—In awarding grants under 
this title, the Secretary shall, to the extent prac-
ticable, ensure— 
(A) diversity in the type of activities fund-
ed under the grants, including statewide and 
local initiatives; 
(B) equitable geographic distribution of the 
grants, including urban and rural areas and 
small and large local educational agencies; and 
(C) that eligible partnerships receiving 
such grants— 
(i) demonstrate that activities funded 
by the grant will be carried out based on 
strong or promising evidence; and 
(ii) are committed to and capable of 
successfully carrying out the activities de-
scribed in the grant application submitted 
under subsection (b), including the activi-
ties described in section 204 and meas-
uring and reporting data under section 
205(a). 
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SEC. 204. USE OF FUNDS. 
(a) REQUIREMENTS.—An eligible partnership receiv-
ing a grant under this title shall use grant funds to carry 
out 1 or more of the following activities that utilize tech-
nology and digital learning to promote: 
(1) Personalized, individualized instruction that 
improves student achievement, academic growth, and 
college-and-career readiness, such as— 
(A) hybrid, blended, or other digital-learn-
ing opportunities that combine online and 
teacher-based instruction to improve student 
outcomes; 
(B) gaming or other personalized digital or 
technology-based tools that individualize in-
struction and promote self-directed learning and 
higher order thinking skills, including giving 
students control over the place, pace, or time of 
learning; 
(C) online platforms or opportunities that 
provide students opportunities for credit recov-
ery or advanced credit accumulation; and 
(D) expanding the accommodations avail-
able to students with disabilities and English- 
language learners. 
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(2) Improving teacher and school leader prepa-
ration, professional development, knowledge, skills, 
practice, and professional capacity, such as— 
(A) tools or programs that equip teachers 
to differentiate instruction, conduct ongoing 
formative assessments, and use real-time data 
or data systems to identify individual student 
learning needs and guide personalized instruc-
tion, learning, and appropriate interventions 
that address those individualized student learn-
ing needs; 
(B) on-demand professional development, 
online communities of practice, or other tech-
nology-based tools that improve teaching and 
leadership; 
(C) pre-service training in the use of tech-
nology and digital learning to improve student 
outcomes; and 
(D) technology-based tools to improve the 
administration and implementation of teacher 
evaluation systems or other human capital sys-
tems. 
(3) Ensuring all students, particularly at-risk 
and low-performing students, have equitable access 
to high-quality curriculum, instruction, assessments, 
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technology, and digital learning by effectively imple-
menting technology tools consistent with principals 
of universal design for learning, such as— 
(A) using tools or programs to teach stu-
dents higher order thinking skills; 
(B) improving the education of students 
with disabilities through assessment accom-
modations, including assistive technology; 
(C) improving the education of English- 
language learners, including language pro-
ficiency and academic content, through intuitive 
games and interfaces, web-based interventions, 
or technology-based assessments and assess-
ment accommodations; 
(D) technology-based tools or digital learn-
ing opportunities that enhance high-quality 
early learning or early childhood education pro-
grams; 
(E) expanding learning opportunities, par-
ticularly for students who are low-performing or 
live in rural areas, that increase access to high- 
quality curriculum and instruction, advanced 
placement 
or 
international 
baccalaureate 
courses, science, technology, engineering, and 
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mathematics education, or enrichment activi-
ties; and 
(F) enhancing the quality, depth, or ad-
ministration of student assessments, including 
summative, formative, and classroom-based as-
sessments. 
(4) Improving the efficiency and productivity of 
education, such as— 
(A) extending the reach of high-quality 
materials, tools, curriculum, instruction, or 
teachers through such means as open edu-
cational resources or blended learning; 
(B) making student learning or school im-
provement more effective and cost-efficient 
through online or digital platforms; and 
(C) use of laptops, personal devices, or 
technology-infused instruction to reduce cost 
and improve delivery of instruction. 
(b) LIMITATIONS ON USES OF FUNDS.—An eligible 
partnership may not use the total amount of a grant re-
ceived under this title for a fiscal year— 
(1) on materials, hardware, or technology-based 
tools; or 
(2) to implement online learning to the exclu-
sion of other activities. 
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SEC. 205. DATA COLLECTION AND REPORTING. 
(a) REPORTING.—Each eligible partnership receiving 
a grant under this title shall collect and report to the Sec-
retary, on at least an annual basis, such information on 
the progress, outcomes, and best practices learned from 
activities under the grant as the Secretary may require, 
which— 
(1) shall include information on the impact of 
the grant on student outcomes, such as— 
(A) the number of and demographic infor-
mation about students who are served by the el-
igible partnership under this title; 
(B) student achievement, student growth, 
and graduation rates of such students; 
(C) college-and-career readiness data about 
students of such students, such as rates of 
credit accumulation, course taking and comple-
tion, and college enrollment and persistence; 
(D) student attendance and participation 
rates; and 
(E) such other information the Secretary 
may require or other information the eligible 
partnership proposes to include and approved 
by the Secretary; and 
(2) may include data on— 
(A) student engagement and discipline; 
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