Personnel Excellence for Students with Disabilities Act
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Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (text of measure as introduced: CR S3627-3631)
March 12, 2003
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Introduced in Senate
March 12, 2003
Sponsor introductory remarks on measure. (CR S3626-3627)
March 12, 2003
Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (text of measure as introduced: CR S3627-3631)
March 12, 2003
Floor Debate
8 membersWhat members said about S. 608 on the floor




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Floor Debate
8 membersWhat members said about S. 608 on the floor
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Bill Text
Latest available legislative text
[Congressional Bills 108th Congress]
[From the U.S. Government Publishing Office]
[S. 608 Introduced in Senate (IS)]
108th CONGRESS
1st Session
S. 608
To provide for personnel preparation, enhanced support and training for
beginning special educators, and professional development of special
educators, general educators, and early intervention personnel.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
March 12, 2003
Mr. Reed (for himself and Mr. Kennedy) introduced the following bill;
which was read twice and referred to the Committee on Health,
Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To provide for personnel preparation, enhanced support and training for
beginning special educators, and professional development of special
educators, general educators, and early intervention personnel.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Personnel Excellence for Students
with Disabilities Act''.
SEC. 2. STATE PERSONNEL AND PROFESSIONAL DEVELOPMENT GRANTS.
Subpart 1 of part D (20 U.S.C. 1451 et seq.) is amended to read as
follows:
``Subpart 1--State Personnel and Professional Development Grants
``SEC. 651. FINDINGS; PURPOSE; DEFINITION.
``(a) Findings.--Congress finds the following:
``(1) The right of all children with disabilities to a free
and appropriate public education requires States to adopt a
comprehensive strategy to address teacher shortages and ensure
adequate numbers of teachers to serve children with
disabilities.
``(2) In order to ensure that the persons responsible for
the education of children with disabilities possess the skills
and knowledge necessary to address such children's educational
and related needs, States must promote comprehensive programs
of professional development.
``(3) The dissemination of research-based knowledge about
successful teaching practices and models to teachers and other
personnel serving children with disabilities can result in
improved outcomes for children with disabilities.
``(b) Purpose.--The purpose of this subpart is to assist State
educational agencies and local educational agencies, and their partners
referred to in section 652, in providing support for, and improving
their systems of, personnel preparation and professional development to
improve results for children with disabilities.
``(c) Definition of Postsecondary Opportunities.--In this subpart,
the term `postsecondary opportunities' includes the transition from
school to postsecondary education, adult services, or work.
``SEC. 652. ELIGIBILITY AND COLLABORATION PROCESS IN GRANTS TO STATES.
``(a) Eligible Applicants; Duration of Assistance.--A State
educational agency may apply for a grant under this subpart for a grant
period of 4 years.
``(b) Partnerships and Consultations.--In order to be considered
for a grant under this subpart, a State educational agency shall--
``(1) establish a formal partnership with local educational
agencies, the lead State agency for part C, the State agency
responsible for child care, the State vocational rehabilitation
agency, the State agency for higher education, representatives
of State-approved special education personnel preparation
programs in institutions of higher education within the State,
parent training and information centers or community parent
resource centers, and other State agencies involved in, or
concerned with, the education of children with disabilities;
and
``(2) consult with other public agencies, persons, and
organizations with relevant expertise in, and concerned with,
the education of children with disabilities, including--
``(A) parents of children with disabilities and
parents of nondisabled children;
``(B) general and special education teachers,
paraprofessionals, related services personnel, and
early intervention personnel;
``(C) the State advisory panel established under
part B;
``(D) the State interagency coordinating council
established under part C;
``(E) community-based and other nonprofit
organizations representing individuals with
disabilities; and
``(F) other providers of professional development
and personnel preparation for personnel that work with
infants, toddlers, preschoolers, and children with
disabilities, and nonprofit organizations whose primary
purpose is education research and development, when
appropriate.
``SEC. 653. STATE APPLICATIONS.
``(a) In General.--A State educational agency that desires to
receive a grant under this subpart shall submit to the Secretary an
application at such time, in such manner, and including such
information as the Secretary may require.
``(b) Partnership Agreement.--Each application submitted pursuant
to this section shall specify the nature and extent of the partnership
among the State educational agency and other partners (as described in
section 652(b)), including the respective roles of each member of the
partnership, and shall describe how grant funds allocated to the State
under section 655 will be used in undertaking the improvement
strategies described under subsection (c)(3).
``(c) Personnel and Professional Development Plan.--
``(1) In general.--Each application submitted pursuant to
this section shall include a personnel and professional
development plan that is--
``(A) based on the needs assessment described in
paragraph (2);
``(B) developed by the State educational agency in
collaboration with the partners described under section
652(b)(1);
``(C) designed to enable the State to meet the
standards described in section 612(a)(15) and implement
the comprehensive system of personnel development under
section 612(a)(14); and
``(D) coordinated with other State professional
development plans for educators and personnel working
with children in early childhood education programs.
``(2) Needs assessment.--Each personnel and professional
development plan shall include an assessment of State and local
needs that identifies critical aspects and areas in need of
improvement related to the preparation, ongoing training, and
professional development of personnel that serve infants,
toddlers, preschoolers, and children with disabilities within
the State. Such assessment shall be based on an analysis of--
``(A) current and anticipated personnel vacancies
and shortages in local educational agencies and local
early intervention agencies or providers throughout the
State, including the number of individuals currently
serving children with disabilities that--
``(i) are not highly qualified, consistent
with section 612(a)(15);
``(ii) are individuals with temporary,
provisional, or emergency certification; or
``(iii) are individuals teaching with an
alternative certification;
``(B) the extent and amount of certification or
retraining necessary to eliminate the vacancies and
shortages described in subparagraph (A);
``(C) current preservice and inservice training and
preparation programs and activities available and
accessible in the State to personnel that serve
infants, toddlers, preschoolers, and children with
disabilities, including--
``(i) the number of degree, certification,
and licensure programs that are preparing
general and special education teachers and
personnel to serve children with high-incidence
and low-incidence disabilities;
``(ii) the number of noncertification
programs designed to train and prepare
personnel to serve infants, toddlers,
preschoolers, and children with disabilities,
including the number of programs designed to
provide training in early intervention and
transitional services; and
``(iii) the number of programs or
activities designed to provide the knowledge
and skills necessary to ensure the successful
transition of students with disabilities into
postsecondary opportunities; and
``(D) information, reasonably available to the
State, on the scope and effectiveness of current
training and preparation programs and activities
available in the State to personnel that serve children
with disabilities, including--
``(i) access of general education teachers
to preservice and inservice training in early
intervention and special education, including
training related to the diverse learning and
developmental needs of children with
disabilities;
``(ii) rates of attrition of special
education teachers and early intervention
personnel throughout the State and a
description of factors that contribute to such
attrition;
``(iii) data and major findings of the
Secretary's most recent reviews of State
compliance, as such reviews relate to meeting
the standards described in section 612(a)(15)
and implementing a comprehensive system of
personnel development described under sections
612(a)(14) and 635(a)(8); and
``(iv) data regarding disproportionality
required under section 618.
``(3) Improvement strategies.--Each personnel and
professional development plan shall describe strategies
necessary to address the preparation and professional
development areas in need of improvement, based on the needs
assessment conducted under paragraph (2), that include--
``(A) how the State will respond to the needs for
preservice and inservice preparation of personnel who
work with infants, toddlers, preschoolers, and children
with disabilities, including strategies to--
``(i) prepare all general and special
education personnel (including both
professional and paraprofessional personnel who
provide special education, general education,
or related services)--
``(I) with the knowledge and skills
needed to meet the needs of, and
improve results for, children with disabilities;
``(II) to utilize classroom-based
techniques to identify students who may
be eligible for special education
services or other services prior to
making referrals for special education
services;
``(III) to help students with
disabilities meet State academic
standards;
``(IV) to work as part of a
collaborative team, especially training
related to all aspects of planning,
design, and effective implementation of
an IEP; and
``(V) to utilize effective parental
involvement practices needed to work
with and involve parents of children
with disabilities in their child's
education;
``(ii) prepare professionals, including
professionals in preschool settings, and
paraprofessionals in the area of early
intervention with the knowledge and skills
needed to meet the needs of infants, toddlers,
and preschoolers with disabilities;
``(iii) develop the knowledge and skills
and enhance the ability of teachers and other
personnel responsible for providing transition
services to improve such services and
postsecondary opportunities for children with
disabilities;
``(iv) enhance the ability of principals to
provide instructional leadership on, and
teachers and other school staff to use,
strategies, such as positive behavioral
interventions, to address the behavior of
children with disabilities that impedes the
learning of children with disabilities and
others; and
``(v) ensure that school personnel who work
with students with significant health,
mobility, or behavior needs receive training,
as appropriate, prior to serving such students;
``(B) how the State will collaborate with
institutions of higher education and other entities
that (on both a preservice and an inservice basis)
prepare personnel who work with children with
disabilities to develop such entities' capacity to
support quality professional development programs that
meet State and local needs;
``(C) how the State will identify model
certification programs that may be used to create and
improve certification requirements for personnel
working with infants, toddlers, preschoolers, and
children with disabilities;
``(D) how the State will provide technical
assistance to local educational agencies, schools, and
early intervention providers to improve the quality of
training and professional development available to meet
the needs of personnel that serve children with
disabilities;
``(E) how the State will work in collaboration with
other States, especially neighboring States, when
possible, to--
``(i) address the lack of uniformity and
reciprocity in the credentialing of teachers
and other personnel;
``(ii) support or develop programs to
prepare personnel for which there is not
sufficient demand within a single State to
justify support or development of such a
program of preparation; and
``(iii) develop, as appropriate, common
certification criteria;
``(F) how the State will acquire and disseminate,
to teachers, administrators, related services
personnel, other service providers, and school board
members, significant knowledge derived from educational
research and other sources, and how the State will
adopt promising practices, materials, and technology;
``(G) how the State will recruit and retain
qualified personnel in geographic areas of greatest
need, including personnel with disabilities and
personnel from groups that are underrepresented in the
fields of regular education, special education, related
services, and early intervention;
``(H) how the State will create collaborative
training models and provide for the joint training of
parents and special education, related services, and
general education personnel in providing quality
services and programs, and family involvement and
support;
``(I) how the State will address systemic problems
associated with meeting the standards described in
section 612(a)(15) and implementing the comprehensive
system of personnel development under section
612(a)(14), as identified in Federal compliance
reviews, including shortages of qualified personnel;
and
``(J) how the State will address the findings from
the data required to be gathered under section 618 and
the steps the State will take to ensure that poor and
minority children are not taught at higher rates than
other children by inexperienced, unqualified, or out-
of-field teachers, including the measures that the
State educational agency will use to evaluate and
publicly report the progress of the State educational
agency with respect to such steps.
``(4) Coordination and integration.--Each application
submitted pursuant to this section shall--
``(A) include assurances that--
``(i) the personnel and professional
development plan is integrated, to the maximum
extent possible, with State plans and
activities carried out under other Federal and
State laws that address personnel recruitment,
retention, and training, including plans
carried out under titles I and II of the
Elementary and Secondary Education Act of 1965,
the Rehabilitation Act of 1973, the Higher
Education Act of 1965, and the Child Care and
Development Block Grant Act of 1990, as
appropriate;
``(ii) the personnel and professional
development plan is integrated and based, to
the maximum extent possible, on research and
activities supported by grants under sections
672 and 673 and conducted by institutions of
higher education throughout the State; and
``(iii) the improvement strategies
described in paragraph (3) will be coordinated
with activities undertaken by public and
private institutions of higher education, as
well as with public and private sector
resources, when appropriate; and
``(B) contain a description of the amount and
nature of funds from any other sources, including part
B funds retained for use at the State level for
personnel and professional development purposes under
sections 611(f) and 619(d), and part C funds used in
accordance with section 638, that will be committed to
the systemic-change activities under this section.
``(5) Other information.--A State educational agency shall
submit to the Secretary, at such time and in such manner as the
Secretary may require, such additional information regarding
the preparation and professional development of personnel that
serve children with disabilities in the personnel and
professional development plan.
``SEC. 654. STATE USE OF FUNDS.
``(a) In General.--A State educational agency that receives a grant
under this subpart shall--
``(1) expend funds not reserved under paragraph (2) to
carry out improvement strategies contained in the personnel and
professional development plan under section 653(c)(3); and
``(2) in the case of a State educational agency serving a
State that the Secretary determines has not met the standards
in section 612(a)(15) or implemented the comprehensive system
of personnel development under section 612(a)(14), reserve not
less than 35 percent of funds made available through the grant
to award subgrants to local educational agencies as described
in section 657.
``(b) Contracts and Subcontracts.--Consistent with the partnership
agreement described under section 652(b), a State educational agency
shall award contracts or subgrants to local educational agencies and
institutions of higher education with State-approved special education
personnel preparation programs, and may award contracts or subgrants to
the lead State agency for part C, or other nonprofit entities, as
appropriate, to carry out such State educational agency's personnel and
professional development plan under this subpart.
``(c) Supplement, Not Supplant.--Funds received by a State
educational agency under this subpart shall be used to supplement, and
not supplant, non-Federal funds that would otherwise be used for
activities authorized under this subpart.
``SEC. 655. STATE ALLOTMENTS.
``(a) In General.--The Secretary shall make a grant to each State
educational agency whose application the Secretary has approved under
section 653. Each grant shall consist of the allotment determined for a
State under subsection (b).
``(b) Determination of Allotments.--
``(1) Reservation of funds.--From the total amount
appropriated under section 658 for a fiscal year, the Secretary
shall reserve--
``(A) one-half of 1 percent for allotments for the
United States Virgin Islands, Guam, American Samoa, the
Commonwealth of the Northern Mariana Islands, the
Republic of Palau, the freely associated States of the
Marshall Islands, and the Federated States of
Micronesia, to be distributed among those areas on the
basis of their relative need, as determined by the
Secretary, in accordance with the purpose of this
subpart; and
``(B) one-half of 1 percent for the Secretary of
the Interior for programs under this subpart in schools
operated or funded by the Bureau of Indian Affairs.
``(2) State allotments.--
``(A) Minimum allotment.--From the funds
appropriated under section 658, and not reserved under
paragraph (1), the Secretary shall allot to each of the
50 States, the District of Columbia, and the
Commonwealth of Puerto Rico an amount for each fiscal
year that is not less than $500,000.
``(B) Allotment of remaining funds.--For any fiscal
year for which the funds appropriated under section
658, and not reserved under paragraph (1), exceed the
total amount required to make allotments under
subparagraph (A), the Secretary shall distribute to
each of the States described in subparagraph (A), the
remaining excess funds after considering--
``(i) the amount of the excess funds
available for distribution;
``(ii) the relative population of the
States; and
``(iii) the scope and quality of activities
proposed by the States.
``(3) Funds to remain available.--Allotments made to States
under this section shall remain available until expended.
``(4) Reallotment.--If any State does not apply for an
allotment under this subsection for any fiscal year, the
Secretary shall reallot the amount of the allotment to the
remaining States in accordance with this subsection.
``SEC. 656. EVALUATIONS.
``(a) In General.--Each State educational agency that receives a
grant under this subpart shall submit an evaluation to the Secretary at
such time as the Secretary may require, but not more frequently than
annually.
``(b) Evaluation Components.--Each evaluation submitted to the
Secretary shall include--
``(1) the data contained in the needs assessment described
in section 653(c)(2);
``(2) a description of the progress made by the State in
implementing each of the strategies described in section
653(c)(3);
``(3) an assessment, conducted on a regular basis, of the
extent to which the personnel and professional development plan
has been effective in enabling States to meet the standards
described in section 612(a)(15) and implement the comprehensive
system of personnel development under section 612(a)(14); and
``(4) such other information as the Secretary may require.
``(c) Report.--The Secretary shall submit to Congress a report on
the evaluations received under this section.
``SEC. 657. SUBGRANT AWARDS TO LOCAL EDUCATIONAL AGENCIES.
``(a) In General.--From funds made available under section
654(a)(2), a State educational agency shall award a subgrant to
eligible local educational agencies to enable the eligible local
educational agencies to recruit and retain special education teachers,
paraprofessionals, and related services providers, to ensure that such
agency meets the requirements in the policy adopted by the State in
section 612(a)(15).
``(b) Eligible Local Educational Agency.--
``(1) In general.--A local educational agency shall be
eligible to receive a subgrant under this section if the local
educational agency--
``(A)(i) has failed to meet, or is in danger of
failing to meet, the standards described in section
612(a)(15);
``(ii) serves a high number or percentage of low-
income students; and
``(iii) has a demonstrated need to prepare and
train new or existing personnel to meet the needs of
children with disabilities; and
``(B) collects and uses data to determine local
needs for professional development, hiring, and
retention of personnel, as identified by the local
educational agency and school staff--
``(i) with the involvement of teachers,
other personnel, and parents; and
``(ii) after taking into account the
activities that need to be conducted--
``(I) to give general and special
education teachers, paraprofessionals,
and related services personnel the
means, including subject matter
knowledge and teaching skills, to
improve results and outcomes for
students with disabilities; and
``(II) to give principals the
instructional leadership skills to help
teachers and related services personnel
provide students with the opportunity
described in subclause (I).
``(2) Consortium.--The term `eligible local educational
agency' may include a consortium of such agencies.
``(c) Application.--
``(1) In general.--An eligible local educational agency
that desires to receive a subgrant under this section shall
submit an application to the State educational agency at such
time, in such manner, and containing such information as the
State educational agency may reasonably require.
``(2) Contents.--Each application submitted under this
subsection shall include--
``(A) a description of the activities to be carried
out by the local educational agency and how such
activities will support the local educational agency's
efforts to provide professional development and to
recruit and retain highly qualified teachers; and
``(B) a description of the needs described in
subsection (b)(1)(B).
``(d) Grants Awarded.--State educational agencies shall award
grants under this section on the basis of the quality of the
applications submitted, except that State educational agencies shall
give priority to eligible local educational agencies with the greatest
need.
``(e) Use of Funds.--
``(1) In general.--An eligible local educational agency
that receives a subgrant under this section shall use the funds
made available through the subgrant to carry out 1 or more of
the following activities:
``(A) Providing high quality professional
development for special education teachers.
``(B) Providing high quality professional
development to personnel who serve infants, toddlers,
and preschoolers with disabilities.
``(C) Providing high quality professional
development for principals, including training in areas
such as behavioral supports in the school and
classroom, paperwork reduction, and promoting improved
collaboration between special education and general
education teachers.
``(D) Mentoring programs.
``(E) Team teaching.
``(F) Case load reduction.
``(G) Paperwork reduction.
``(H) Financial incentives, as long as those
incentives are linked to participation in activities
that have proven effective in recruiting and retaining
teachers and are developed in consultation with the
personnel of the eligible local educational agency.
``(I) Hiring and training high quality
paraprofessionals and providing other high quality
instructional support.
``(J) Partnering with institutions of higher
education for the training and retraining of teachers
and to carry out any other activities under this
paragraph.
``(2) Effective programs.--Funds under this section shall
be used only for those activities that are linked to
participation in activities that have proven effective in
retaining teachers.
``(f) Matching Requirement.--Each eligible local educational agency
awarded a subgrant under this section shall contribute matching funds,
in an amount equal to not less than 25 percent of the subgrant award,
toward carrying out the activities assisted under this section.
``SEC. 658. AUTHORIZATION OF APPROPRIATIONS.
``There are authorized to be appropriated to carry out this subpart
$250,000,000 for fiscal year 2004 and such sums as may be necessary for
each succeeding fiscal year.''.
SEC. 3. ENHANCED SUPPORT AND TRAINING FOR BEGINNING SPECIAL EDUCATORS
AND GENERAL EDUCATORS.
Chapter 1 of subpart 2 of part D of the Individuals with
Disabilities Education Act (20 U.S.C. 1471 et seq.) is amended by
inserting after section 674 the following:
``SEC. 675. ENHANCED SUPPORT AND TRAINING FOR BEGINNING SPECIAL
EDUCATORS.
``(a) Definitions.--In this section:
``(1) Eligible entity.--The term `eligible entity' means a
partnership between 1 or more institutions of higher education
with a State-approved special education personnel program, and
1 or more local educational agencies.
``(2) Professional development partnership.--
``(A) In general.--The term `professional
development partnership' means a partnership between an
eligible entity and an elementary school or secondary
school that is based on a mutual commitment to improve
teaching and learning.
``(B) Additional entities.--A professional
development partnership may include--
``(i) a State educational agency;
``(ii) a teaching organization;
``(iii) a professional association of
principals; or
``(iv) a nonprofit organization whose
primary purpose is--
``(I) education research and
development; or
``(II) training special education
and early intervention personnel.
``(b) Authorization of Program.--
``(1) In general.--From amounts appropriated under
subsection (g) for a fiscal year, the Secretary shall award
grants to, or enter into contracts or cooperative agreements with,
eligible entities to enable such entities to establish professional
development partnerships to improve the education of children with
disabilities by--
``(A) ensuring a strong and steady supply of new
highly qualified teachers of children with
disabilities;
``(B) helping address challenges in the local
educational agency to recruiting highly qualified
teachers and retaining such teachers; and
``(C) providing for an exchange of knowledge and
skills among special education teachers, including
furthering the development and professional growth of
veteran special education teachers.
``(2) Competitive Basis.--Each grant, contract, or
cooperative agreement under this section shall be awarded or
entered into on a competitive basis.
``(3) Duration.--Each grant, contract, or cooperative
agreement under this section shall be awarded or entered into
for a period of not less than 3 and not more than 5 years.
``(4) Priority.--In awarding grants or entering into
contracts or cooperative agreements under this section, the
Secretary shall give priority to eligible entities that--
``(A) serve high numbers or percentages of low-
income students; and
``(B) serve schools that have failed to make
adequate yearly progress toward enabling children with
disabilities to meet academic achievement standards.
``(c) Applications.--An eligible entity desiring a grant, contract,
or cooperative agreement under this section shall submit an application
to the Secretary at such time, in such manner, and accompanied by such
information as the Secretary may require. Each such application shall--
``(1) describe--
``(A) the proposed activities of the professional
development partnership and how the activities will be
developed in consultation with teachers;
``(B) how the proposed activities will prepare
teachers to implement research-based, demonstrably
successful, and replicable instructional practices that
improve outcomes for children with disabilities;
``(C) how the eligible entity will ensure the
participation of elementary schools or secondary
schools as partners in the professional development
partnership, and how the research and knowledge
generated by the professional development partnership
will be disseminated and implemented in the elementary
schools or secondary schools that are served by the
local educational agency and are not partners in the
professional development partnership;
``(D) how the process for developing a new
preservice education program or restructuring an
existing program will improve teacher preparation at
the institution of higher education;
``(E) how the proposed activities will include the
participation of schools, colleges, or other
departments within the institution of higher education
to ensure the integration of pedagogy and content in
teacher preparation;
``(F) how the proposed activities will increase the
numbers of qualified personnel, including
paraprofessionals, administrators, and related services
personnel, that receive certification and serve
children with disabilities in elementary schools or
secondary schools;
``(G) how the proposed activities will recruit
diverse prospective special education teachers;
``(H) how the eligible entity will collaborate with
the State educational agency to ensure that proposed
activities will be coordinated with activities
established by the State to improve systems for
personnel preparation and professional development
pursuant to subpart 1;
``(I) how the grant funds will be divided among the
members of the professional development partnership and
the responsibilities each partner has agreed to
undertake in the use of the grant funds and other
related funds; and
``(J) how the eligible entity will gather
information in order to assess the impact of the
activities assisted under this section on teachers and
the students served under this section; and
``(2) identify the lead fiscal agent of the professional
development partnership responsible for the receipt and
disbursement of funds under this section.
``(d) Authorized Activities.--Each eligible entity receiving a
grant or entering into a contract or cooperative agreement under this
section shall use the grant funds to establish a professional
development partnership that--
``(1) develops a preservice teacher education program, or
enhances and restructures an existing program, to prepare
special education teachers, at colleges or departments of
education within the institution of higher education, by
incorporating an additional 5th year clinical learning
opportunity, field experience, or supervised practicum into a
program of preparation and coursework for special education
teachers, that includes--
``(A) developing new curricula and coursework for
the preparation of prospective special education
teachers, including preparation to teach in core
academic subjects;
``(B) support for new faculty positions to provide,
coordinate, and oversee instruction of the clinical
learning opportunity, field experience, or supervised
practicum;
``(C) new, ongoing performance-based review
procedures to assist and support the learning of
prospective special education teachers;
``(D) providing assistance to students for stipends
and costs associated with tuition and fees for
continued or enhanced enrollment in a preparation
program for special education teachers; and
``(E) supporting activities that increase the
placement of highly qualified teachers in elementary
schools and secondary schools; or
``(2) creates or supports professional development schools
that--
``(A) provide high quality induction opportunities
with ongoing support for beginning special education
teachers;
``(B) provide mentoring, of prospective and
beginning special education teachers by veteran special
education teachers, in instructional skills, classroom
management skills, and strategies to effectively assess
student progress and achievement;
``(C) provide high quality inservice professional
development to veteran special education teachers
through the ongoing exchange of information and
instructional strategies among prospective special
education teachers and faculty of the institution of
higher education;
``(D) prepare special education teachers to--
``(i) work collaboratively with general
education teachers and related services
personnel; and
``(ii) involve parents in the education of
such parents' children; and
``(E) provide preparation time for faculty in the
professional development school, and other faculty of
the institution of higher education, to design and
implement curriculum, classroom experiences, and
ongoing professional development opportunities for
prospective and beginning special education teachers.
``(e) Supplement, Not Supplant.--Funds appropriated under this
section shall be used to supplement and not supplant other Federal,
State, and local public funds available for the professional
development or preservice preparation of special education teachers.
``(f) Evaluation.--
``(1) In general.--The Secretary shall conduct biennial,
independent, national evaluations of the activities assisted
under this part not later than 3 years after the date of
enactment of the Personnel Excellence for Students with
Disabilities Act. The evaluation shall include information on
the impact of the activities assisted under this section on
outcomes for children with disabilities.
``(2) Report.--The Secretary shall report to Congress on
the results of the evaluation.
``(3) Dissemination.--The Secretary shall widely
disseminate effective practices identified through the
evaluation.
``(g) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this section $20,000,000 for fiscal year
2004, and such sums as may be necessary for each succeeding fiscal
year.
``SEC. 676. TRAINING TO SUPPORT GENERAL EDUCATORS.
``(a) Definitions.--In this section:
``(1) Eligible entities.--The term `eligible entity' means
a partnership that--
``(A) shall include--
``(i) 1 or more local educational agencies;
and
``(ii) 1 or more State-approved special
education personnel preparation programs; and
``(B) may include a State educational agency, a
teaching organization, a professional association of
principals, an educational nonprofit organization, or
another group or institution that has expertise in
special education and is responsive to the needs of
teachers.
``(2) General educator.--The term `general educator'
includes a teacher, a principal, a school superintendent, or
school faculty, such as a school counselor.
``(3) Postsecondary opportunities.--The term `postsecondary
opportunities' includes the transition from school to
postsecondary education, adult services, or work.
``(b) Authorization of Program.--
``(1) Assistance authorized.--The Secretary may award
grants to, or enter into contracts or cooperative agreements
with, eligible entities to enable the eligible entities to
provide professional development, leadership training, and
collaborative opportunities to general educators to ensure that
general educators have the skills and knowledge to meet the
needs of, and improve results for, children with disabilities.
``(2) Competitive awards.--The Secretary shall award
grants, contracts, and cooperative agreements under this
section on a competitive basis.
``(c) Duration.--The Secretary shall award grants, contracts, and
cooperative agreements under this section for a period of not less than
3 and not more than 5 years.
``(d) Application.--An eligible entity desiring a grant, contract,
or cooperative agreement under this section shall submit an application
to the Secretary at such time, in such manner, and accompanied by such
information as the Secretary may require. Each such application shall--
``(1) describe--
``(A) the proposed activities to be assisted by the
eligible entity;
``(B) how the eligible entity will implement
research-based, demonstrably successful, and replicable
instructional practices that improve outcomes for
children with disabilities;
``(C) how the eligible entity will implement
training and collaborative opportunities on a
schoolwide basis in schools within the local
educational agency;
``(D) the eligible entity's strategy to provide
general educators with--
``(i) professional development focused on
addressing the needs of children with
disabilities in their classrooms; and
``(ii) training and opportunities to
collaborate with special education teachers and
related services personnel to better serve
students' needs;
``(E) the eligible entity's strategy to provide
principals, superintendents, and other administrators
with instructional leadership skills;
``(F) how the eligible entity will provide training
to general educators to enable the general educators to
work with parents and involve parents in their child's
education;
``(G) how the eligible entity will collaborate with
the State educational agency to ensure that proposed
activities will be coordinated with activities
established by the State to improve systems for
personnel preparation and professional development
pursuant to subpart 1;
``(H) how the grant funds will be effectively
coordinated with all Federal, State, and local
personnel preparation and professional development
funds and activities;
``(I) how the eligible entity will assess the
impact of the activities conducted and how the
knowledge and effective practices generated by the
eligible entity will be widely disseminated;
``(J) how the grant funds will be divided among the
members of the partnership and the responsibilities
each partner has agreed to undertake in the use of the
grant funds and other related funds; and
``(2) identify the lead fiscal agent for the eligible
entity.
``(e) Authorized Activities.--Funds provided under this section may
be used for the following activities:
``(1) To provide high quality professional development to
general educators that develops the knowledge and skills, and
enhances the ability, of general educators to--
``(A) utilize classroom-based techniques to
identify students who may be eligible for special
education services, and deliver instruction in a way
that meets the individualized needs of children with
disabilities through appropriate supports,
accommodations, and curriculum modifications;
``(B) work collaboratively with special education
teachers and related services personnel;
``(C) implement strategies, such as positive
behavioral interventions, to address the behavior of
children with disabilities that impedes the learning of
such children and others;
``(D) prepare children with disabilities to
participate in statewide assessments (with and without
accommodations) and alternative assessment, as
appropriate, and achieve high marks;
``(E) develop effective practices for ensuring that
all children with disabilities are a part of all
accountability systems under the Elementary and
Secondary Education Act of 1965;
``(F) provide transition services to improve such
services and postsecondary opportunities for children
with disabilities;
``(G) work with and involve parents of children
with disabilities in their child's education;
``(H) understand how to effectively construct IEPs,
participate in IEP meetings and implement IEPs;
``(I) use universally designed technology and
assistive technology devices and services to enhance
learning by children with disabilities and to
communicate with parents; and
``(J) in the case of principals and
superintendents, be instructional leaders and promote
improved collaboration between general educators,
special education teachers, and related services
personnel.
``(2) Provide release and planning time for the activities
described in this section.
``(f) Supplement Not Supplant.--Funds provided under this section
shall be used to supplement, not supplant, other Federal, State, and
local funds available for training to support general educators.
``(g) Evaluations.--
``(1) In general.--The Secretary shall conduct biennial,
independent, national evaluations of the activities assisted
under this section not later than 3 years after the date of
enactment of the Personnel Excellence for Students with
Disabilities Act. The evaluations shall include information on
the impact of the activities assisted under this section on
outcomes for children with disabilities.
``(2) Report.--The Secretary shall prepare and submit to
Congress a report on the evaluations.
``(3) Dissemination.--The Secretary shall provide for the
wide dissemination of effective models and practices identified
in the evaluations.
``(h) Authorization.--There are authorized to be appropriated to
carry out this section $20,000,000 for fiscal year 2004 and such sums
as may be necessary for each succeeding fiscal year.''.
SEC. 4. PERSONNEL PREPARATION TO IMPROVE SERVICES AND RESULTS FOR
CHILDREN WITH DISABILITIES.
Section 673 of the Individuals with Disabilities Education Act (20
U.S.C. 1473) is amended--
(1) in subsection (a)(1), by inserting before the semicolon
``, consistent with subpart 1'';
(2) in subsection (b)--
(A) in paragraph (2)--
(i) by amending subparagraph (C) to read as
follows:
``(C) Preparing personnel in the innovative uses
and application of technology, including implementation
of universally designed technologies and assistive
technology devices and assistive technology services,
to enhance learning by children with disabilities
through early intervention, educational, and
transitional services, and to communicate with parents
to improve home and school communication.'';
(ii) by redesignating subparagraphs (E) and
(F) as subparagraphs (F) and (G), respectively;
(iii) by inserting after subparagraph (D)
the following:
``(E) Preparing personnel to work in high need
elementary schools and secondary schools, including
urban schools, rural schools, and schools operated by
an entity described in section 7113(d)(1)(A)(ii) of the
Elementary and Secondary Education Act of 1965, and
schools that serve high numbers or percentages of
limited English proficient children.''; and
(iv) by adding at the end the following:
``(H) Providing continuous personnel preparation,
training, and professional development for beginning
special education teachers that is designed to provide
support and ensure retention of such teachers.
``(I) Preparing personnel on effective parental
involvement practices to enable the personnel to work
with parents and involve parents in the education of
such parents' children.''; and
(B) by amending paragraph (4) to read as follows:
``(4) Selection of recipients.--In selecting recipients
under this subsection, the Secretary may give preference to
applications that include 1 or more of the following:
``(A) A proposal to prepare personnel in more than
1 low-incidence disability, such as deafness and
blindness.
``(B) A demonstration of effective partnering with
local educational agencies that ensures recruitment and
subsequent retention of highly qualified personnel to
serve children with disabilities.
``(C) A proposal to address the personnel and
professional development needs in the State, as
identified in subpart 1.'';
(3) in subsection (d)(2)--
(A) in subparagraph (C)--
(i) in clause (i), by striking ``and''
after the semicolon;
(ii) in clause (ii), by striking the period
and inserting ``; and''; and
(iii) by adding at the end the following:
``(iii) to implement strategies to reduce
significant disproportionality described in
section 618.'';
(B) in subparagraph (E), by inserting before the
period ``, including model teaching practices to assist
such persons to work effectively with parents and
involve parents in the education of such parents'
children''; and
(C) by adding at the end the following:
``(L) Developing strategies to improve personnel
training, recruitment, and retention of special
education teachers in special education in high need
elementary schools and secondary schools, including
urban schools, rural schools, and schools operated by
an entity described in section 7113(d)(1)(A)(ii) of the
Elementary and Secondary Education Act of 1965, and
schools that serve high numbers of limited English
proficient children.'';
(4) in subsection (e)(1), by inserting ``emotional or
behavioral disorders,'' after ``impairment,'';
(5) in subsection (h)--
(A) in paragraph (1)--
(i) by striking ``2 years'' and inserting
``1 year''; and
(ii) by striking ``Obligation.--'' and all
that follows through ``Each application'' and
inserting ``Obligation.--Each application'';
and
(B) by striking paragraph (2);
(6) by striking subsection (i) and inserting the following:
``(i) Scholarships.--
``(1) In general.--The Secretary may include funds for
scholarships, with necessary stipends and allowances, in awards
under subsections (b), (c), (d), and (e).
``(2) Determination of amounts.--The Secretary may permit a
grant recipient to determine the amount of funds available for
scholarships, necessary stipends, and allowances, that is
consistent with such recipient's grant award and the purposes
of such grant.'';
(7) by redesignating subsection (j) as subsection (k);
(8) by inserting after subsection (i) the following:
``(j) Development of New Programs or Restructuring of Existing
Programs.--In making awards under subsections (b), (c), (d), and (e),
the Secretary may support programs that use award funds to develop new,
or enhance and restructure existing, personnel preparation programs.'';
and
(9) in subsection (k) (as redesignated by paragraph (7))--
(A) by inserting ``$250,000,000 for fiscal year
2004 and'' after ``this section''; and
(B) by striking ``of the fiscal years 1998 through
2002'' and inserting ``succeeding fiscal year''.
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