‘‘(3) DISAGREEMENT.—If an Indian tribe or 
tribal education agency and the State educational 
agency or local educational agency cannot reach an 
agreement, the tribe or tribal education agency may 
submit to the Secretary information that such tribe 
or agency deems relevant, and the Secretary may 
make a determination on the disputed issue. 
‘‘(g) USE OF FUNDS.— 
‘‘(1) SCHOOL INTERVENTION MODEL.— 
‘‘(A) IN
GENERAL.—An Indian tribe or 
tribal education agency that receives a grant 
under this section shall use not less than 90 
percent of the grant funds to implement a 
school intervention model described in sub-
section (i), either directly or through a turn 
around partner that is awarded a subgrant, in 
a school identified under subsection (c)(1). 
‘‘(B) USE OF FUNDS FOR COMPREHENSIVE 
SERVICES.—The Indian tribe or tribal edu-
cation agency, in implementing any of the 
school intervention models described in sub-
section (i) in any school served under the 
grant— 
‘‘(i) shall identify and address issues 
that may contribute to low academic 
VerDate Mar 15 2010 
04:01 Dec 07, 2011
Jkt 019200
PO 00000
Frm 00019
Fmt 6652
Sfmt 6201
E:\BILLS\H3569.IH
H3569
smartinez on DSK6TPTVN1PROD with BILLS
achievement in the schools identified under 
subsection (c)(1); and 
‘‘(ii) may use funds under this section 
to provide comprehensive services to ad-
dress the issues described in subparagraph 
(A) and meet the full range of student 
needs. 
‘‘(2) SUBGRANTS.—An Indian tribe or tribal 
education agency that receives a grant under this 
section may award subgrants. 
‘‘(3) TRIBE OR TRIBAL EDUCATION AGENCY AC-
TIVITIES.—If an Indian tribe or tribal education 
agency that receives a grant under this section does 
not use all of the grant funds to carry out the activi-
ties described in paragraphs (1) through (3) in each 
school to be served under the grant, such tribe or 
tribal education agency shall use any remaining 
funds to— 
‘‘(A) provide technical assistance and other 
support, either directly or through the creation 
of a school turn around office or a turn around 
partner, to schools identified under subsection 
(c)(1), which may include— 
‘‘(i) the use of school quality review 
teams; or 
VerDate Mar 15 2010 
04:01 Dec 07, 2011
Jkt 019200
PO 00000
Frm 00020
Fmt 6652
Sfmt 6201
E:\BILLS\H3569.IH
H3569
smartinez on DSK6TPTVN1PROD with BILLS
‘‘(ii) regular site visits to monitor the 
implementation of selected intervention 
models; 
‘‘(B) evaluate Indian tribe or tribal edu-
cation agency implementation of school inter-
vention models and other improvement activi-
ties; 
‘‘(C) use the results of the evaluations de-
scribed in subparagraph (B) to improve Indian 
tribe or tribal education agency strategies for 
supporting, and providing flexibility for, tar-
geted schools that are identified under sub-
section (c)(1); 
‘‘(D) develop pipelines of teachers and 
leaders that are trained to work in schools that 
are low-performing schools, such as the schools 
identified in subsection (c)(1); 
‘‘(E) collect and report data; 
‘‘(F) build capacity in the Indian tribe or 
tribal education agency for assisting schools 
identified under subsection (c)(1); or 
‘‘(G) carry out other activities designed to 
build Indian tribe or tribal education agency ca-
pacity to support school improvement. 
‘‘(h) DATA COLLECTION AND REPORTING.— 
VerDate Mar 15 2010 
04:01 Dec 07, 2011
Jkt 019200
PO 00000
Frm 00021
Fmt 6652
Sfmt 6201
E:\BILLS\H3569.IH
H3569
smartinez on DSK6TPTVN1PROD with BILLS
‘‘(1) IN GENERAL.—Each Indian tribe or tribal 
education agency receiving a grant under this sec-
tion shall— 
‘‘(A) comply with the reporting and ac-
countability requirements of this part for each 
school that such Indian tribe or tribal education 
agency serves; and 
‘‘(B) monitor and collect data about the 
students that such Indian tribe or tribal edu-
cation agency serves at each school that is 
served by the grant program, including the fol-
lowing data: 
‘‘(i) Core academic indicators, such 
as— 
‘‘(I) the percentage of students 
at each school who are at or above the 
proficient level on State academic as-
sessments in reading or language arts 
and mathematics; 
‘‘(II) student progress toward 
core academic benchmarks; 
‘‘(III) the average score for stu-
dents in each school on State aca-
demic assessments in reading or lan-
guage arts and mathematics; 
VerDate Mar 15 2010 
04:01 Dec 07, 2011
Jkt 019200
PO 00000
Frm 00022
Fmt 6652
Sfmt 6201
E:\BILLS\H3569.IH
H3569
smartinez on DSK6TPTVN1PROD with BILLS