(a)Subject to appropriations therefor, the state board of education may award grants to high-quality professional learning providers to develop and implement teacher professional development programs for the computer science courses required to be taught pursuant to K.S.A. 2024 Supp. 72-3257, and amendments thereto. (b)Grants awarded pursuant to this section may be used for the following purposes:
(1)Providing high-quality professional learning;
(2)credentialing for computer science teachers, including, but not limited to, reimbursement to teachers or providers for professional learning, exam fees or college coursework;
(3)supporting computer science professional learning, including mentoring and coaching;
(4)creating resources to support implementation of this act;
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(a) Subject to appropriations therefor, the state board of education may award grants to high-quality professional learning providers to develop and implement teacher professional development programs for the computer science courses required to be taught pursuant to K.S.A. 2024 Supp. 72-3257, and amendments thereto.
(b) Grants awarded pursuant to this section may be used for the following purposes:
(1) Providing high-quality professional learning;
(2) credentialing for computer science teachers, including, but not limited to, reimbursement to teachers or providers for professional learning, exam fees or college coursework;
(3) supporting computer science professional learning, including mentoring and coaching;
(4) creating resources to support implementation of this act;
(5) student recruitment; and
(6) the development of teacher preparation programs.
(c) As a condition of receiving a grant pursuant to this section, a high-quality professional learning provider shall submit an application to the state department of education on a form and in a manner determined by the state department of education. The application shall, at a minimum, address how the provider will:
(1) Recruit new and existing teachers with little to no computer science background;
(2) use research-based or evidence-based practices for high-quality professional development;
(3) focus the professional learning on the conceptual foundations of computer science;
(4) reach and support marginalized racial and ethnic groups underrepresented in computer science;
(5) provide teachers with concrete experience with hands-on, inquiry-based practices;
(6) accommodate both teacher and student needs; and
(7) ensure that participating districts shall begin offering a computer science course within the same or next school year after the teacher receives the professional learning.
(d) The state board of education shall prioritize the following applications:
(1) School districts that work in partnership with providers of high-quality professional learning;
(2) proposals that describe strategies to enroll female students, students from marginalized racial and ethnic groups underrepresented in computer science, students eligible for free and reduced-price meals, students with disabilities and English language learners; and
(3) proposals from rural or urban areas that experience difficulties providing computer science offerings.
(e) Each high-quality professional learning provider that receives a grant pursuant to this section shall annually report to the state board of education:
(1) The number of teachers prepared;
(2) the number of students reached;
(3) the number and percent of students reached disaggregated by gender, race, ethnicity and socioeconomic status; and
(4) the number of teachers and school districts that implemented computer science courses versus the number of prepared teachers that attended professional learning.