121 STAT. 658
PUBLIC LAW 110–69—AUG. 9, 2007
dkrause on GSDDPC44 with PUBLAW
the subgrant funds to carry out, at the secondary school level, the following services and activities: (A) Hiring mathematics coaches and providing professional development for mathematics coaches— (i) at a level to provide effective coaching to classroom teachers; (ii) to work with classroom teachers to better assess student academic achievement in mathematics; (iii) to work with classroom teachers to identify students with mathematics problems and, where appropriate, refer students to available programs for remediation and additional services; (iv) to work with classroom teachers to diagnose and remediate mathematics difficulties of the lowestperforming students, so that those teachers can provide intensive, research-based instruction, including during after-school and summer sessions, geared toward ensuring that those students can access and be successful in rigorous academic coursework; and (v) to assess and organize student data on mathematics and communicate that data to school administrators to inform school reform efforts. (B) Reviewing, analyzing, developing, and, where possible, adapting curricula to make sure mathematics skills are taught within other core academic subjects. (C) Providing mathematics professional development for all relevant teachers in secondary school, as necessary, that addresses both remedial and higher level mathematics skills for students in the applicable curriculum. (D) Providing professional development for teachers, administrators, and paraprofessionals serving secondary schools to help the teachers, administrators, and paraprofessionals improve student academic achievement in mathematics. (E) Procuring and implementing programs and instructional materials based on mathematics research, including software and other education technology related to mathematics instruction with demonstrated effectiveness in improving mathematics instruction and student academic achievement. (F) Building on and promoting coordination among mathematics programs in the eligible local educational agency to increase overall effectiveness in— (i) improving mathematics instruction; and (ii) increasing student academic achievement, including for students with disabilities and students with limited English proficiency. (G) Evaluating the effectiveness of the instructional strategies, teacher professional development programs, and other interventions that are implemented under the subgrant. (H) Measuring improvement in student academic achievement, including through progress monitoring or other assessments. (4) SUPPLEMENT NOT SUPPLANT.—Each eligible local educational agency receiving a subgrant under this subsection shall use the subgrant funds to supplement, not supplant, the eligible
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