‘‘(3) TURNAROUND
MODEL.—A turnaround 
model is a school intervention model in which the In-
dian tribe or tribal education agency— 
‘‘(A) replaces a principal (if such principal 
has led the school for 2 or more years) with a 
new principal who has demonstrated effective-
ness in turning around a low-performing school; 
‘‘(B) gives a new principal sufficient oper-
ational flexibility (including flexibility in staff-
ing, the school day and school calendar, and 
budgeting) to fully implement a comprehensive 
approach to improve student outcomes; 
‘‘(C) uses a comprehensive evaluation sys-
tem to evaluate staff, including the use of stu-
dent achievement data to measure the effective-
ness of staff; 
‘‘(D) screens all staff who are employed at 
the school as of the time when the turnaround 
model is implemented and retains not more 
than 50 percent of such staff; 
‘‘(E) requires the principal to justify per-
sonnel decisions (such as hiring, dismissal, and 
rewards) based on the results of the comprehen-
sive evaluation system; 
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‘‘(F) provides staff with ongoing, high- 
quality, job-embedded professional development 
that— 
‘‘(i) is aligned with the school’s in-
struction program and evaluation system; 
‘‘(ii) facilitates effective teaching and 
learning; and 
‘‘(iii) supports the implementation of 
school-reform strategies; 
‘‘(G) uses data to— 
‘‘(i) identify and implement a re-
search-based instructional program; 
‘‘(ii) evaluate school improvement 
strategies; and 
‘‘(iii) inform differentiated instruction, 
in order to meet the academic needs of in-
dividual students; 
‘‘(H) encourages the use of extended learn-
ing time partnerships; 
‘‘(I) establishes schedules and strategies 
that provide increased learning time (which 
may include offering full-day kindergarten or a 
high-quality preschool program or using a 
longer school day, week, or year that increases 
the total number of hours at school for the 
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school year by not fewer than 300 hours) in 
order to significantly increase the total number 
of school hours to include time for— 
‘‘(i) instruction core subjects, such as 
English, reading or language arts, mathe-
matics, science, foreign language (which 
may include a Native American language), 
civics and government, economics, arts, 
history, and geography; 
‘‘(ii) instruction in traditional and cul-
tural programs; 
‘‘(iii) instruction in other subjects; 
‘‘(iv) enrichment activities, such as 
physical education, service learning, and 
experiential work-based opportunities; or 
‘‘(v) teachers to collaborate, plan, and 
engage in professional development within 
and across grades and subjects; 
‘‘(J) provides ongoing mechanisms for 
family, community, and tribal involvement; and 
‘‘(K) provides appropriate social and emo-
tional community-oriented support services for 
students. 
‘‘(j) INSUFFICIENT PROGRESS.—If an Indian tribe or 
tribal education agency fails to demonstrate sufficient 
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progress, as defined by the State, on the core academic 
indicators and leading indicators described in subsection 
(h)(1)(B), such tribe or agency shall be required to— 
‘‘(1) modify the existing school intervention 
model; or 
‘‘(2) restart the school using the restart model 
described in subsection (i)(2). 
‘‘(k) RESERVATION OF FUNDS.—From the amount 
appropriated each fiscal year for grants to State edu-
cational agencies and local educational agencies for school 
improvement actions under this part, the Secretary shall 
reserve not less than 10 percent of such amount for grants 
under this section.’’; and 
(6) in section 1118— 
(A) in subsection (a)(2)— 
(i) in subparagraph (E) by striking 
‘‘and’’ after the semicolon; 
(ii) by redesignating subparagraph 
(F) as subparagraph (G); and 
(iii) by inserting after subparagraph 
(E) the following: 
‘‘(F) with respect to an agency that serves 
Indian children, identify the barriers to effective 
involvement of the parents of such children; 
and’’; and 
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