‘‘(B) For the purposes of this part, the
term ‘continuous and substantial gains’ shall be
defined in each State plan in a manner con-
sistent with regulations that shall be published
by the Secretary in the Federal Register not
later than 1 year after the date of the enact-
ment of the Access to Excellence in Education
for the 21st Century Act. In defining this term,
each State shall provide for the improvement by
each local educational agency and school that is
sufficient to ensure that each local educational
agency and school funded under this part shall
achieve the following goals—
‘‘(i) each child served under this part
shall demonstrate attainment of basic skills
necessary to meet the State’s proficient
and advanced levels of performance, par-
ticularly economically disadvantaged and
limited English proficient children;
‘‘(ii) each subgroup of children listed
under paragraph (2)(I) served under this
part is making progress at a rate that is
no less than that of non-at-risk children;
and
‘‘(iii) each child served under this part
shall meet the State’s proficient and ad-
vanced levels of performance, particularly
economically disadvantaged and limited
English proficient children;
‘‘(C) The accountability system described
in subparagraph (A), and described in the State
plan, shall also include a procedure for identi-
fying local educational agencies and schools in
need of improvement, intervening in those agen-
cies and schools, and (when those interventions
are not effective) implementing corrective ac-
tions no later than 3 years after first identi-
fying such an agency or school, that either—
‘‘(i) complies with sections 1116 and
1117 and includes rigorous criteria for
identifying those agencies and schools that
are based on their failure to make contin-
uous and substantial gains in overall stu-
dent performance and in the performance
of the lowest performing students; or
‘‘(ii) includes an alternative procedure
for identifying and intervening in those
agencies and schools, which gives highest
priority to corrective actions in the lowest-
performing agencies and schools that fail
to show gains over an extended period, if
the Secretary determines that—
‘‘(I) the alternative procedure is
at least as effective as the procedures
described in clause (i) and in sections
1116 and 1117; and
(II) that the State has shown
substantial overall achievement gains
and a reduction in the achievement
gap between high-performing and low-
performing students in the State.
‘‘(D) Each State plan shall also describe
how the State will recognize and reward local
educational agencies and schools under this
part, including, at a minimum, the designation
of distinguished schools under section 1116(b).
‘‘(E) If a State does not have a statewide
system for holding local educational agencies
accountable that meets the requirements of sub-
paragraphs (A) through (C), it shall implement
a system that meets those requirements for
local educational agencies and schools partici-
pating under this part.’’;
(F) in paragraph (4), by striking ‘‘para-
graph 
(3)(C)’’ 
and 
inserting 
‘‘paragraph
(2)(C)’’;
(G) by striking paragraphs (6) and (7) and
inserting a new paragraph (6) to read as fol-
lows:
‘‘(6) REVISIONS.—A State may revise its final
assessments described in this subsection at any time,
but no such revision shall affect the timelines estab-
lished under this subsection for identifying, assist-
ing, and taking corrective action with respect to,
schools and local educational agencies in need of im-
provement.’’;
(H) by redesignating paragraph (8) as
paragraph (7); and
(I) in paragraph (7), as so redesignated—
(i) in subparagraph (A)—
(I) 
by 
striking 
‘‘sections
1112(c)(1)(D), 1114(b), and 1115(c)’’
and inserting ‘‘sections 1114(b) and
(C) and 1115’’; and
(II) by inserting a comma and
‘‘and 
in 
implementing 
section
1120A(c)’’ before the semicolon at the
end; and
(ii) in subparagraph (B), by inserting
‘‘as’’ after ‘‘factors’’;
(3) by amending subsection (c) to read as fol-
lows:
‘‘(c) ASSURANCES.—Each State plan shall contain
assurances that the State educational agency—
‘‘(1) has involved the committee of practitioners
(established under section 1(b) of the Education
Flexibility Partnership Act in developing the plan;
‘‘(2) will suballocate at least 97 percent of the
allocation it receives under this part for any fiscal
year to local educational agencies (except as pro-
vided by sections 1003 of this Act and section 1(c)
of the Educations Flexibility Partnership Act) so
that those funds can be used to improve teaching
and learning in local schools; and
‘‘(3) will work to reduce State fiscal and ac-
counting barriers so that local educational agencies
can combine funds under this part with funds from
other Federal, State, and local sources to achieve
schoolwide reform in schoolwide programs under sec-
tion 1114.’’;
(4) in subsection (d)—
(A) by striking paragraph (2);
(B) in paragraph (1)—
(i) by striking the paragraph designa-
tion ‘‘(1)’’ and the paragraph heading ‘‘IN
GENERAL.’’; and
(ii) by redesignating subparagraphs
(A) through (F) as paragraphs (1) through
(6);
(C) in paragraph (2), as so redesigned, by
inserting a comma and ‘‘and who include ex-
perts on educational standards, assessments,
accountability, and the diverse educational
needs of students’’ after ‘‘parents’’; and
(D) in paragraph (5), as redesignated by
subparagraph (B)(ii), by redesignating clauses
(I) through (iii) as subparagraphs (A) through
(C), respectively;
(5) in subsection (e)(1)—
(A) by redesignating subparagraphs (A)
and (B) as subparagraphs (B) and (C); and
(B) by inserting before subparagraph (B)
a new subparagraph (A) to read as follows:
‘‘(A) be submitted for the first year for
which this part is in effect following the enact-
ment of the Access to Excellence in Education
for the 21st Century Act;’’; and
(6) by amending subsection (g) to read as fol-
lows:
‘‘(g) ENFORCEMENT.—If the Secretary determines
that a State is not carrying out the requirements of sub-
section (b)(3), relating to accountability, the Secretary
may take any action authorized by law.’’.
SEC. 106. LOCAL EDUCATIONAL AGENCY PLANS.
Section 1112 is amended—
(1) in subsection (a) by striking ‘‘Goals 2000’’
and all that follows through ‘‘section 14306’’ and in-
serting ‘‘Individuals with Disabilities Education Act,
the Carl D. Perkins Vocational and Technical Edu-
cation Act of 1998, and other Acts, as appropriate’’;
(2) in subsection (b)—
(A) in the matter before paragraph (1), by
striking ‘‘Each’’ and inserting ‘‘In order to help
all children achieve to high standards, each’’;
(B) in paragraph (1)—
(i) in subparagraph (B), by striking
‘‘and’’ at the end;
(ii) in subparagraph (C), by adding
‘‘and’’ at the end; and
(iii) by adding at the end a new sub-
paragraph (D) to read as follows:
‘‘(D) determine the literacy levels of first
graders and their need for interventions, and a
description of how it will ensure that any such
assessments—
‘‘(i) are developmentally appropriate;
‘‘(ii) use multiple measures to provide
information about the variety of skills that
research has identified as leading to early
reading;
‘‘(iii) are administered to students in
the language most likely to yield valid re-
sults;
‘‘(iv) are used for purposes for which
they are valid and reliable, and are con-
sistent with nationally recognized profes-
sional and technical standards for such as-
sessments; and
‘‘(v) are not used for—
‘‘(I) creating barriers to school
entry,
‘‘(II) promoting or retaining stu-
dents;
‘‘(III) labeling students;
‘‘(IV) tracking students, or
‘‘(V) a measure of continuous
and substantial progress under section
1111(b)(3).’’. .
(C) in paragraph (3), by inserting a
comma and ‘‘which shall also be a component of
its plan for professional development under title
II of this Act, if it receives funds under that
title’’ after ‘‘section 1119’’;
(D) in paragraph (4)(B)—
(i) by striking ‘‘or who were formerly’’
and all that follows through ‘‘1994’’;
(ii) by striking ‘‘and youth at risk of
dropping out’’; and
(iii) by inserting ‘‘Indian children
served under title IX,’’ after ‘‘under part
D,’’;
(E) in paragraph (7), by striking ‘‘eligi-
ble’’;
(F) by amending paragraph (9) to read as
follows:
‘‘(9) where appropriate, a description of how
the local educational agency will use funds under
this part to support preschool programs in accord-
ance with section 1120B;’’; and
(G) by adding at the end new paragraphs
(10) and (11) to read as follows:
‘‘(10) a description of the actions the agency
will take to assist its low-performing schools (includ-
ing schools identified under section 1116 as in need
of improvement), if there are any such schools, in
making the changes needed to educate all children to
the State standards; and
‘‘(11) a description of how the agency will pro-
mote the use of extended learning time, such as an
extended school year, before- and after-school pro-
grams, and summer programs.’’;
(3) in subsection (c)—
(A) by striking paragraphs (2) and (3);
and
(B) in paragraph (1)—
(i) by striking the paragraph designa-
tion ‘‘(1)’’ and the paragraph heading ‘‘IN
GENERAL.—’’;
(ii) by striking subparagraphs (D)
and (H);
(iii) by redesignating subparagraphs
(A) through (C) and (E) through (G) as
paragraphs (1) through (6), respectively;
(iv) in paragraph (3), as so redesig-
nated, 
by 
striking 
‘‘adequate 
yearly
progress’’ and inserting ‘‘the continuous
and substantial gains called for under sec-
tion 1111(b)(3)’’;
(v) in paragraph (6), as redesignated
by clause (iii), by striking ‘‘and’’ at the
end; and
(vi) by adding at the end new para-
graphs (7) and (8) to read as follows:
‘‘(7) annually assess the English proficiency of
all children with limited English proficiency partici-
pating in programs under this part in order to—
‘‘(A) ensure that children with limited
English proficiency are receiving effective
English language instruction;
‘‘(B) use the results of those assessments
to help guide and modify instruction in the con-
tent areas; and
‘‘(C) provide those results to the parents of
those children; and
‘‘(8) comply with the requirements of section
1119 regarding qualifications of teachers and para-
professionals.’’;
(4) by amending subsection (d) to read as fol-
lows:
‘‘(d) PLAN DEVELOPMENT AND DURATION.—
‘‘(1) Each local educational agency plan shall
be developed in consultation with teachers, adminis-
trators, and other appropriate school personnel, and
with parents of children in schools served under this
part.
‘‘(2) Each such plan shall be submitted for the
first year for which this part is in effect following
the enactment of the Access to Excellence in Edu-
cation for the 21st Century Act and shall remain in
effect for the duration of the agency’s participation
under this part.
‘‘(3) Each such local educational agency shall—
‘‘(A) periodically review and, as necessary,
revise its plan, including revisions that respond
to any peer review carried out under this part;
and
‘‘(B) submit any such revisions to the
State educational agency for its approval.’’; and
(5) in subsection (e)—
(A) by amending paragraph (1) to read as
follows:
‘‘(1) IN
GENERAL.—Each local educational
agency plan shall be filed according to a schedule es-
tablished by the State educational agency.’’;
(B) in paragraph (2), by inserting a
comma and ‘‘through a peer-review process,’’
after ‘‘determines’’; and
(C) by striking paragraph (3).
SEC. 107. ELIGIBLE SCHOOL ATTENDANCE AREAS.
Section 1113 is amended—
(1) in subsection (a)(7), by striking ‘‘with’’ and
all that follows through ‘‘if’’ and inserting ‘‘under a
desegregation plan ordered by a State or court or
approved by the Secretary, or such a plan that the
agency continues to implement after it has expired,
if’’;
(2) in subsection (b)(1)—
(A) in subparagraph (B), by striking
‘‘and’’ at the end;
(B) in subparagraph (C)(iii), by striking
the period at the end and inserting a semicolon
and ‘‘and’’; and
(C) by adding at the end a new subpara-
graph (D) to read as follows:
‘‘(D) designate and serve a school attend-
ance area or school that is not eligible under
subsection (a)(2), but that was eligible and that
was served in the preceding fiscal year, but only
for 1 additional fiscal year.’’; and
(3) in subsection (c) in paragraph (3)(A), by
striking ‘‘where appropriate, eligible’’.
SEC. 108. SCHOOLWIDE PROGRAMS.
(a) PURPOSE AND ELIGIBILITY.—Section 1114(a) is
amended—
(1) by amending the subsection heading to read
as follows: ‘‘PURPOSE AND ELIGIBILITY.—’’;
(2) by amending paragraphs (1) and (2) to
read as follows:
‘‘(1) PURPOSE.—The purpose of a schoolwide
program under this section is to—
‘‘(A) enable a local educational agency to
use funds under this part, in combination with
other Federal, State, and local funds, to up-
grade the entire educational program in a high-
poverty school; and
‘‘(B) help ensure that all children in such
a school meet challenging State standards for
student performance, particularly those children
who are most at risk of not meeting those
standards.
‘‘(2) ELIGIBILITY.—A local educational agency
may use funds under this part for the purposes de-
scribed in paragraph (1) for a school that, in the
first year of the schoolwide program—
‘‘(A) serves an eligible school attendance
area in which at least 50 percent of the children
are from low-income families; or
‘‘(B) has a student enrollment at least 50
percent of which is comprised of such chil-
dren.’’;
(3) in paragraph (4)(A)—
(A) by striking ‘‘subsection (b)’’ and in-
serting ‘‘subsections (b) and (c)’’; and
(B) by inserting a comma and ‘‘except as
provided in section 613(a)(2)(D) of that Act’’
after ‘‘Individuals with Disabilities Education
Act’’; and
(4) by striking paragraph (5).
(b) REORGANIZATION OF SECTION.—Section 1114 is
further amended—
(1) by striking subsection (c); and
(2) by redesignating paragraph (2) of sub-
section (b) as subsection (c).
(c) COMPONENTS.—Section 1114(b), as amended by
subsection (b)(2), is amended to read as follows:
‘‘(b) COMPONENTS OF A SCHOOLWIDE PROGRAM.—
A schoolwide program shall include the following compo-
nents:
‘‘(1) A comprehensive needs assessment of the
entire school that is based on—
‘‘(A) information on the performance of all
children in the school in relation to the State
content standards and the State student per-
formance 
standards 
described 
in 
section
1111(b)(1); and
‘‘(B) other factors that affect teaching and
learning in the school.
‘‘(2) A coherent, research-based design to im-
prove teaching and learning throughout the entire
school that is based on the data from the needs as-
sessment described in paragraph (1) and includes—
‘‘(A) schoolwide reform strategies that—
‘‘(i) provide opportunities for all chil-
dren to meet the State’s proficient and ad-
vanced levels of student performance de-
scribed in section 1111(b)(1)(D);
‘‘(ii) 
use 
effective 
research-based
methods 
and 
instructional 
strategies
that—
‘‘(I) strengthen the core aca-
demic program in the school;
‘‘(II) increase the amount and
quality of learning time, such as pro-
viding an extended school year and
before- and after-school and summer
programs and opportunities, and help
provide an enriched and accelerated
curriculum; and
‘‘(III) include strategies for meet-
ing the educational needs of histori-
cally underserved populations, includ-
ing children with limited English pro-
ficiency;
‘‘(iii)(I) address the needs of all chil-
dren in the school, but particularly the
needs of children who are most at risk of
not meeting the State student performance
standards, including the needs of children
who are members of the target population
of any program that is included in the
schoolwide program; and
‘‘(II) address how the school will de-
termine if those needs have been met; and
‘‘(iv) are integrated with, and are de-
signed to implement, State and local im-
provement plans or policies for comprehen-
sive standards-based reform;
‘‘(B) instruction by highly qualified profes-
sional staff employed in accordance with section
1119;
‘‘(C) in accordance with section 1119, on-
going, high-quality professional development for
teachers and aides and, where appropriate,
pupil services personnel, parents, principals,
and other staff to enable all children in the
school to meet the State student performance
standards;
‘‘(D) strategies to increase parental in-
volvement, such as family literacy services;
‘‘(E) plans for addressing transitions to
and from the grade span served by the
schoolwide program by, for example—
‘‘(i) assisting preschool children in the
transition from early childhood programs
to kindergarten; and
‘‘(ii) preparing high-school students
for the transition from school to further
education or the workplace; and
‘‘(F) activities to ensure that students who
experience difficulty mastering any of the
standards required by section 1111(b) during
the course of the school year are provided with
effective, timely additional assistance, which
shall include—
‘‘(i) measures to ensure that students’
difficulties are identified on a timely basis
and to provide sufficient information on
which to base effective assistance;
‘‘(ii) for any student who has not met
those 
standards, 
teacher-parent 
con-
ferences, at which the teacher and parents
shall discuss—
‘‘(I) what the school will do to
help the student meet those stand-
ards;
‘‘(II) what the parents can do to
help the student improve his or her
performance; and
‘‘(III) additional assistance that
may be available to the student at the
school or elsewhere in the community;
and
‘‘(iii) specific interventions, such as
providing before- and after-school and
summer programs, and 1-on-1 tutoring
during noninstructional time.
‘‘(3) Regular review of the school’s progress in
implementing its program and in achieving its goals
for student achievement.’’.
(d) SCHOOLWIDE PLANS.—Subsection (c) of section
1114, as redesignated by subsection (b)(2), is amended—
(1) by striking subparagraph (B);
(2) by redesignating subparagraphs (A) and (c)
as paragraphs (1) and (2), respectively;
(3) in paragraph (1), as so redesignated—
(A) by striking ‘‘date of enactment’’ and
all that follows through ‘‘section 1117,’’ and in-
serting ‘‘the date of the enactment of the Ac-
cess to Excellence in Education for the 21st
Century Act, in consultation with the local edu-
cational agency,’’;
(B) by redesignating clauses (I) through
(vii) as subparagraphs (A) through (G);
(C) in subparagraph (A), as redesignated
by subparagraph (B), by striking ‘‘paragraph
(1)’’ and inserting ‘‘subsection (b)’’; and
(D) in subparagraph (D), as redesignated
by subparagraph (B), by striking ‘‘section
1111(b)(3)’’ 
and 
inserting 
‘‘section
1111(b)(2)’’;
(4) in paragraph (2), as redesignated by para-
graph (2)—
(A) by redesignating clauses (I) through
(v) as subparagraphs (A) through (E);
(B) 
in 
subparagraph 
(A), 
as 
so
redesignated—
(i) by redesignating subclauses (I) and
(II) as clauses (I) and (ii);
(ii) in clause (I), as so redesignated,
by striking ‘‘agency’’ and all that follows
through ‘‘1117,’’ and inserting ‘‘agency’’;
and
(iii) in clause (ii), as redesignated by
clause (I), by striking ‘‘the date of enact-
ment of the Improving America’s Schools
Act of 1994’’ and inserting ‘‘the date of
the enactment of the Access to Excellence
in Education for the 21st Century Act’’;
and
(C) in subparagraph (B), as redesignated
by subparagraph (A), by striking ‘‘other staff’’
and all that follows through ‘‘personnel’’ and
inserting ‘‘appropriate school staff’’; and
(5) by adding at the end a new paragraph (3)
to read as follows:
‘‘(3) No school shall implement a new or revised
plan under this section until the local educational
agency subjects it to a peer-review process, which
may include reviewers from outside the agency, and
approves it.’’.
SEC. 109. TARGETED ASSISTANCE SCHOOLS.
Section 1115 is amended—
(1) in subsection (b)—
(A) in paragraph (1)(A)—
(i) by striking ‘‘part’’ and inserting
‘‘section’’; and
(ii) in clause (ii), by striking ‘‘public
education’’ and all that follows through
‘‘setting’’ and inserting ‘‘public education’’;
and
(B) in paragraph (2)—
(i) by amending subparagraph (A)(I)
to read as follows:
‘‘(I) Children with disabilities,
migrant children, and children with
limited English proficiency are eligible
for services under this part on the
same basis as other children.’’;
(ii) in subparagraph (B), by inserting
‘‘or in preschool services under this title’’
after ‘‘program’’;
(iii) in subparagraph (C)—
(I) in clause (I), by striking ‘‘the
program’’ and all that follows through
‘‘may be’’ and inserting ‘‘part D is’’;
and
(II) in clause (ii), by striking
‘‘may be eligible’’ and inserting ‘‘is el-
igible’’; and
(iv) in subparagraph (D), by striking
‘‘may be eligible’’ and inserting ‘‘is eligi-
ble’’;
(2) in subsection (c)(1)—
(A) in subparagraph (B), by adding a
comma and ‘‘such as research-based approaches
for modifying instruction for children with lim-
ited English proficiency’’ after ‘‘children’’;
(B) in subparagraph (D)(ii), by striking
‘‘curriculum, including applied learning’’ and
inserting ‘‘curriculum’’;
(C) by amending subparagraph (E) to read
as follows:
‘‘(E) coordinate with and support the reg-
ular education program, which may include
services to assist preschool children in the tran-
sition from early childhood programs to elemen-
tary school programs and, for programs serving
high schools, preparing students for the transi-
tion from school to further education or the
workplace;’’;
(D) in subparagraph (F), by inserting
‘‘employed in accordance with section 1119’’
after ‘‘staff’’;
(E) in subparagraph (G), by striking ‘‘sub-
section (e)(3) and’’; and
(F) in subparagraph (H), by striking ‘‘lit-
erary’’ and inserting ‘‘literacy’’; and
(3) in subsection (e), by striking paragraph (3).
SEC. 110. SCHOOL CHOICE.
Section 1115A(b)(4) is amended by striking ‘‘section
1111(b)(3)’’ and inserting ‘‘section 1111(b)(2)’’.
SEC. 111. ASSESSMENT AND LOCAL EDUCATIONAL AGENCY
AND SCHOOL IMPROVEMENT.
Subsections (a) through (d) of section 1116 are
amended to read as follows:
‘‘(a) LOCAL REVIEW.—Each local educational agency
receiving funds under this part shall—
‘‘(1) use the State assessments and other indi-
cators described in the State plan, as well as any ad-
ditional measures or indicators described in the local
educational agency’s plan, to review annually the
progress of each school served under this part to de-
termine if it is making continuous and substantial
gains as described in section 1111(b)(3) toward ena-
bling its students to meet the State student perform-
ance standards described in the State plan; and
‘‘(2) provide the results of the local annual re-
view to schools so that they can continually refine
the program of instruction to help all children served
under this part in those schools meet those stand-
ards.
‘‘(b) DESIGNATION OF DISTINGUISHED SCHOOLS.—
Each State educational agency shall designate as ‘Distin-
guished Schools’ those schools served under this part that
meet criteria established by the State, such as—
‘‘(1) making the continuous and substantial
gains in student performance described in section
1111(b)(3) for 3 consecutive years;
‘‘(2) having nearly all students meet the State
‘proficient’ or ‘advanced’ levels of student perform-
ance; or
‘‘(3) achieving, or significantly improving, eq-
uity in participation and achievement of students by
sex and race.
‘‘(c) SCHOOL IMPROVEMENT.—
‘‘(1) IN GENERAL.—
‘‘(A) PURPOSE.—In order to improve staff,
curriculum, and the services offered to children,
so that they can meet challenging State stand-
ards, each local educational agency shall iden-
tify for school improvement any school served
under this part that—
‘‘(i) for 2 consecutive years, failed to
meet the State’s criteria under section
1111(b)(3) either for overall improvement
or for improvement of the lowest-per-
forming students, unless the Secretary has
approved an alternative procedure pro-
posed by the State in its plan under sec-
tion 1111(b)(3)(C)(ii); or
‘‘(ii) immediately preceding the enact-
ment of the Access to Excellence in Edu-
cation for the 21st Century Act, was in
school-improvement status under this sec-
tion, as then in effect.
‘‘(B) TRANSITION.—The 2-year period de-
scribed in subparagraph (A) shall include any
continuous period of time, immediately pre-
ceding the enactment of the Access to Excel-
lence in Education for the 21st Century Act,
during which a school did not make adequate
progress as defined in the State’s plan under
section 1111(b)(2)(B) or (7)(B), as then in ef-
fect.
‘‘(C) TARGETED ASSISTANCE SCHOOLS.—
In determining whether a school that is con-
ducting a targeted assistance program under
section 1115 should be identified as in need of
improvement under this paragraph, a local edu-
cational agency may choose to review the
progress of only those students in that school
who are served under this part.
‘‘(2) OPPORTUNITY TO REVIEW AND PRESENT
EVIDENCE.—(A) Before identifying a school for
school improvement under paragraph (1), the local
educational agency shall provide the school with an
opportunity to review the school-level data, including
assessment data, on which that proposed identifica-
tion is based.
‘‘(B) If the school believes that the proposed
identification is in error for statistical or other sub-
stantive reasons, it may provide supporting evidence
to the local educational agency, which such agency
shall consider before making a final determination.
‘‘(3) SCHOOL PLAN.—(A) Each school identified
under paragraph (1) shall, within 3 months of being
so identified, develop or revise a school plan, in con-
sultation with parents, school staff, the local edu-
cational agency, and a State school support team or
other outside experts, that includes research-based
strategies and specific goals and objectives for mak-
ing continuous and substantial gains as defined in
section 1111(b)(3) and that—
‘‘(i) has the greatest likelihood of improv-
ing the performance of participating children in
meeting the State’s student performance stand-
ards;
‘‘(ii) addresses the fundamental teaching
and learning needs in that school, and the spe-
cific academic problems of low-performing stu-
dents;
‘‘(iii) identifies and addresses the need to
improve the skills of its staff through effective
professional development;
‘‘(iv) identifies student performance tar-
gets and goals for the next 3 years; and
‘‘(v) specifies the responsibilities of the
local educational agency and the school under
the plan.
‘‘(B) The local educational agency shall prompt-
ly subject the plan to a peer-review process, work
with the school to revise the plan as necessary, and
approve the plan.
‘‘(C) The school shall implement its plan (or re-
vised plan) as soon as it is approved.
‘‘(4) TECHNICAL ASSISTANCE.—For each school
identified under paragraph (1), the local educational
agency shall provide technical or other assistance as
the school develops and implements its plan.
‘‘(5) CORRECTIVE
ACTION.—In order to help
students served under this part meet challenging
State standards, each local educational agency shall
implement a system of corrective action in accord-
ance with the following, unless the Secretary has ap-
proved an alternative procedure proposed by the
State in its plan under section 1111(b)(3)(C)(ii):