Section 1 Short title
This Act may be cited as the “Developing and Advancing Innovative Learning Models”.
Developing and Advancing Innovative Learning Models
A BILL
To create a grant program to support the development of innovative learning models, and for other purposes.
Sec. 2 Statement of purpose
The purposes of this Act are to—
ensure that the Institute for Education Sciences—
supports the sustained development to expand knowledge and understanding of innovative learning models;
promotes the adoption and continued growth of innovative learning models;
studies and conducts research on the impact of innovative learning models;
collects, reports, analyzes, and disseminates data related to innovative learning model development, research, and implementation in the United States; and
identifies and makes recommendations concerning Federal and State policies that may present barriers to the adoption and successful implementation of innovative learning models;
invest in the development of innovative learning models and in the organizational capacity of innovative learning model providers; and
support the adoption of innovative learning models by States, local school districts, schools, and school communities.
Sec. 3 Definitions
For the purposes of this Act:
Department— The term Department means the Department of Education.
Director— The term Director means the Director of the Institute of Education Sciences.
ESEA terms— The terms elementary school, high school, local educational agency, outlying area, poverty line, secondary school, State, and State educational agency have the meanings given such terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).
Evidence-based— The term evidence-based, when used with respect to an innovative learning model, means an innovative learning model that—
demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on—
strong evidence from at least 1 well-designed and well-implemented experimental study;
moderate evidence from at least 1 well-designed and well-implemented quasi-experimental study; or
promising evidence from at least 1 well-designed and well-implemented correlational study with statistical controls for selection bias;
demonstrates a rationale based on high-quality research findings or positive evaluation that such innovative learning model—
is likely to improve student outcomes or other relevant outcomes; and
includes ongoing efforts to examine the effects of such innovative learning model; or
is consistent with theoretical and empirical findings from research and will continue to be reviewed.
Innovative learning model— The term innovative learning model means a comprehensive program which elementary schools, secondary schools, and high schools can adopt that—
bundles together an interconnected set of tools, resources, systems, and instructional practices in order to shape student learning experiences toward clear objectives;
integrates and includes—
an instructional design that incorporates components such as content, assessment, research, and student engagement;
an aligned set of pedagogical practices that is sustainable for teachers;
an operational design that reimagines teacher workflow, the use of time, and classroom design; and
a technological design that includes the use of student-level data and relevant technological tools;
is not simply a technological platform or point solutions;
comprehensively integrates the concepts identified in subparagraph (B);
is created and implemented with input from school communities; and
may be designed as a model for the operation of an entire school or focus on a specific academic subject or function, such as social-emotional support.
Innovative learning model provider— The term innovative learning model provider means an organization that—
designs innovative learning models; and
partners with schools and school communities to support the implementation of such models (directly or in collaboration with a third party), while sharing accountability for student outcomes as measured by the State in accordance with section 1111(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6331(c)).