Amends part A of title I (Improving the Academic Achievement of the Disadvantaged) of the Elementary and Secondary Education Act of 1965 (ESEA) to facilitate the inclusion of Indian tribes in the school improvement process.
Requires states, local educational agencies (LEAs), and schools to consult with Indian tribes in the development of school improvement programs.
Exempts students taught through Native American languages from the requirement that all students participate in the state assessments of student progress toward state academic performance standards in reading, math, and science.
Requires states to develop standards-based assessments and classroom lessons to accommodate diverse learning styles.
Allows states to use those assessments in place of the general assessments currently required for determining whether students are making adequate yearly progress (AYP) toward state academic performance standards in reading, math, and science.
Allows Indian schools for which the Secretary of the Interior has adopted an alternative definition of AYP to develop, with the Secretary of the Interior's approval, an appropriate assessment that is consistent with the requirements for state assessments.
Includes under-performing Indian children as eligible recipients of services under the program providing targeted, rather than school-wide, assistance to schools.
Establishes the process by which the Secretary of the Interior is to approve or disapprove applications by Indian tribes and Indian school boards to adopt a definition of AYP for their schools that is different than the general definition adopted by the Secretary of the Interior for Indian schools.
Establishes an Indian school turn around grant program to assist Indian tribes and Native Hawaiian educational organizations in improving low-performing Indian schools identified by their state.
Requires states, annually, to identify as low-performing those Indian and Native Hawaiian schools that are identified as needing improvement and that:
(1) are in the lowest-performing 5% of the state's public elementary schools;
(2) are in the lowest-performing 5% of the state's public secondary schools that don't award a high school diploma; or
(3) in the case of public secondary schools that award a diploma, are in the lowest-performing 5% of such schools in the state or graduate less than 60% of their students.
Awards competitive, renewable, four-year grants to Indian tribes and Native Hawaiian educational organizations to implement transformation, restart, or turnaround school intervention models at those low-performing schools.
Includes, as part of the transformation model: (1) replacing the principal with a principal that has had success in turning around a low-performing school, (2) rewarding staff that a rigorous evaluation system has shown to be effective and replacing staff have been shown to be effective, (3) providing staff with ongoing training and students with increased learning time.
Includes, as part of the restart model: (1) converting a school under a charter organization, education management organization, or as an autonomous or redesigned school; (2) significantly changing the leadership and staffing of the school as part of that conversion; and (3) enrolling any former student who wishes to attend the school and is the appropriate age.
Includes, as part of the turnaround model: (1) replacing the principal with a principal that has had success in turning around a low-performing school, (2) giving that principal operational flexibility to fully implement a comprehensive approach to improve student outcomes, (3) using a comprehensive evaluation system to evaluate staff and remove at least 50% of them, (4) providing staff with ongoing training and students with increased learning time.
Prohibits states and LEAs from lowering their level of funding for the schools identified as low-performing.
Requires the Secretary of Education (Secretary) to reserve at least 10% of the school improvement funds under part A for these Indian and Native Hawaiian school improvement efforts.
Requires LEAs to establish mechanisms to overcome barriers to effective Indian parental involvement in their children's education.
Excepts Native language teachers from the requirement that teachers be highly qualified. Requires states to develop alternative licensure or certification requirements for those teachers.