H.R. 1156House109th Congress (2005-2007)In Committee

Gifted and Talented Education Enhancement Act of 2005

Legislative Activity

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2 earlier actions

HouseCommittee Latest Action

Referred to the Subcommittee on 21st Century Competitiveness.

Higher Education and Workforce Development Subcommittee

April 18, 2005

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HouseIntro Referral

Introduced in House

March 8, 2005

HouseIntro Referral

Referred to the House Committee on Education and the Workforce.

Education and Workforce Committee

March 8, 2005

HouseCommittee

Referred to the Subcommittee on 21st Century Competitiveness.

Higher Education and Workforce Development Subcommittee

April 18, 2005

Floor Debate

1 member

What members said about H.R. 1156 on the floor

1 Democrat

Rep. Loretta SanchezD-CA-47 · Feb 1, 2005

Mr. Speaker, today I am introducing a bill to support the Orange County Groundwater Replenishment System. This bill is identical to the one I introduced in the 108th Congress as H.R. 1156, which…

Mr. Speaker, today I am introducing a bill to support the Orange County Groundwater Replenishment System. This bill is identical to the one I introduced in the 108th Congress as H.R. 1156, which passed the House by voice vote under Suspension of the rules last year.

The bill would increase the authorized Federal share for the Orange County California Groundwater Replenishment (OCGWR) System from $20 million to $80 million. This will allow Orange County to complete this important and much-needed project, which will serve about 2.3 million residents of north and central Orange County, and it will create a new water supply of 72,000 acre-feet per year.

The OCGWR project is not just important to Orange County, California, but also to the entire western United States. By recycling our own water, we in Orange County would not have to rely so heavily on water from the Colorado River Aqueduct or the San Francisco Bay Delta.

Moreover, the OCGWR is a highly innovative recycling project--a pilot project for other future water recycling projects. Experts in public water management systems, from other States and from countries from around the world, have come to Orange County to look at the tertiary cleaning system that we have. The project is of national and even international significance.

This is a straightforward and reasonable bill. Its passage would simply bring the Federal share of funding closer to 25 percent, the level at which almost every other reclamation project is funded under Federal water reclamation and conservation programs.

This project, and this legislation, has received strong support from Members on both sides of the aisle. As I mentioned previously, the Committee on Resources very generously allowed this same bill to be considered under Suspension of the Rules last year. I would like to take this opportunity to again thank Chairman Pombo from California, Ranking Member Rahall from West Virginia, as well as former Subcommittee Chairman Calvert and Ranking Member Napolitano of California for their overwhelming support of this bill.

I would also like to thank my colleagues from Orange County for their continued support. Mr. Miller, Mr. Cox, Mr. Rohrrabacher and Mr. Royce are strong supporters of this project. Securing funding for the OCGWR has always been, and will continue to be, a bipartisan effort.

Lastly, let me thank Orange County Water District President Phil Anthony, former OCWD Board Chair Denis Bilodeau, and General Manager Virginia Grebbien for their hard work and leadership in groundwater recycling. Their innovation has put Orange County in the forefront of water recycling and groundwater replenishment technology.

I look forward to working on passing this legislation with all of my colleagues, and I thank them again for their continued support.

Bill Text

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Introduced in HouseIssued March 8, 2005

109th CONGRESS

1st Session

H. R. 1156

IN THE HOUSE OF REPRESENTATIVES

March 8, 2005

Mr. Gillmor (for himself and Mr. Gallegly) introduced the following bill; which was referred to the Committee on Education and the Workforce

A BILL

To amend title II of the Higher Education Act of 1965 to increase teacher familiarity with the educational needs of gifted and talented students, and for other purposes.

Short title

This Act may be cited as the Gifted and Talented Education Enhancement Act of 2005.

Amendment to title ii of the higher education act of 1965

(a)

State grants

Section 202(d) of the Higher Education Act of 1965 (20 U.S.C. 1022(d)) is amended by adding at the end the following:

(8)

Gifted and talented students

Incorporating the learning needs of gifted and talented students into the activity described in paragraph (1), (2), or (3) in order to ensure that new teachers possess basic knowledge and skills necessary to meet the educational needs of gifted and talented students.

(9)

New-teacher mentoring on the needs of gifted and talented students

Establishing or expanding new-teacher mentoring and assessment programs (including induction and evaluation programs) that are a part of the licensure process that includes the development of a portfolio produced by the new teacher, under the supervision and guidance of a veteran teacher mentor, which is designed to demonstrate that the new teacher possesses basic knowledge of the classroom indicators of giftedness, is able to identify student learning differences among gifted students, and is able to provide instruction to accommodate such differences.

(b)

Partnership grants

Section 203(e) of the Higher Education Act of 1965 (20 U.S.C. 1023(e)) is amended—

(1)

in paragraph (1), by striking and limited English proficient individuals and inserting , limited English proficient individuals, and gifted and talented students; and

(2)

by adding at the end the following:

(5)

Gifted and talented students

Increasing the knowledge and skills of preservice teachers participating in activities under subsection (d) in the educational and related needs of gifted and talented students by, among other strategies, infusing teacher coursework with units on the characteristics of high-ability learners, using assessments to identify preexisting knowledge and skills among students, and developing teaching strategies that are driven by the learner’s progress.