‘‘(ii) identify and remove school lead-
ers, teachers, and other staff who, after 
ample opportunities have been provided for 
such individuals to improve their profes-
sional practice— 
‘‘(I) do not increase student 
achievement; 
‘‘(II) if applicable, do not in-
crease secondary school graduation 
rates; and 
‘‘(III) have not demonstrated ef-
fectiveness according to the tribe or 
tribal education agency’s evaluation 
system; 
‘‘(C) 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; 
‘‘(D) implements strategies (such as finan-
cial incentives, increased opportunities for pro-
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motion and career growth, and more flexible 
work conditions) that are designed to recruit, 
place, and retain staff who have the skills nec-
essary to meet the needs of students in the 
school; 
‘‘(E) uses data to identify and implement 
a research-based instruction program that— 
‘‘(i) is aligned with State or tribal 
challenging academic content standards 
and challenging student academic achieve-
ment standards under section 1111(b); and 
‘‘(ii) has been proven to raise student 
academic achievement by not less than 10 
percent in 1 year; 
‘‘(F) 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 
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-
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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; 
and 
‘‘(iv) enrichment activities, such as 
physical education, service learning, and 
experiential work-based opportunities; 
‘‘(G) promotes the continuous use of stu-
dent data to provide instruction that meets the 
academic needs of individual students, which 
may include, in elementary school, individual 
students’ levels of school readiness; 
‘‘(H) provides ongoing mechanisms for 
family, community, and tribal involvement; 
‘‘(I) ensures that the school receives ongo-
ing, intensive technical assistance and related 
support from the tribe or tribal education agen-
cy; and 
‘‘(J) provides appropriate social-emotional 
and community-oriented support services for 
students, and at the discretion of the tribe or 
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tribal education agency, uses not more than 10 
percent of the total grant funds for such serv-
ices. 
‘‘(2) RESTART MODEL.—A restart model is a 
school intervention model in which the Indian tribe 
or tribal education agency— 
‘‘(A) converts a school— 
‘‘(i) under a charter or school oper-
ator and charter management organiza-
tion; 
‘‘(ii) under an education management 
organization; or 
‘‘(iii) as an autonomous or redesigned 
school; 
‘‘(B) implements a rigorous review process 
to select such a charter or school operator and 
charter management organization, or an edu-
cation management organization, as applicable, 
which includes an assurance that such operator 
or organization will make significant changes in 
the leadership and staffing of the school; and 
‘‘(C) enrolls in the school any former stu-
dent who wishes to attend the school and who 
is within the grades the school services. 
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