Madam President, we are going to hear a lot of rhetoric today. I want people to know exactly what it is about. I will be opposing Senator Harkin's amendment. I will be supporting Senator Gregg's amendment. Senator Gregg's amendment will…
Madam President, we are going to hear a lot of rhetoric today. I want people to know exactly what it is about.
I will be opposing Senator Harkin's amendment. I will be supporting Senator Gregg's amendment. Senator Gregg's amendment will actually work us toward achieving the goal of full funding for IDEA. It is not a political statement. We have been having this debate for some time. There hasn't been the kind of progress any of us would like to have on it, but there has been steady progress. There has been more steady progress since this President and Senator Gregg have been working on this issue.
During the 8 years President Clinton was in office, the increase in part B funds was $1.4 billion. Under this President--a much shorter time--it has been $3.7 billion. That is reality versus rhetoric.
I want to make a few comments about the bill as a whole because we haven't had a chance to actually debate that. I want to point out how bipartisan the reauthorization was that came out of committee, how well people worked on it, worked on it together, resolved differences and made it possible for it to come to the floor and now to pass the floor in a relatively short time, I hope, so we hopefully can have a conference committee and work out any differences with the House and get this legislation into place.
This reauthorization is past due. I am pleased the Senate has begun consideration of S. 1248, the Individuals With Disabilities Education Improvement Act of 2003. There are few issues as important as the education of our Nation's youth. Making sure all children receive a good education has been a longstanding goal of this body. I am pleased the committee was able to reach unanimous support of the underlying bill, and I hope this body will act
quickly to agree to this important legislation and send it to conference.
Since Congress first began providing State grant funding for the education of disabled students in 1966, the process for ensuring every disabled student receives a free, appropriate public education has been refined and improved from one reauthorization to the next. I believe this legislation is another important step in that process.
While there are many improvements to the law in this legislation, I want to highlight four changes which I feel are most important to my home State of Wyoming.
First, there is an increased emphasis on early identification and intervention. Wyoming currently uses the model that identifies students as disabled once they fall more than two grade levels behind. Many States use the same method, or a method called the IQ discrepancy test. Both of these models tend to limit the positive effects that timely services will have on a student's growth. Unfortunately, States are compelled to use these models because of the requirements that exist in Federal law.
This bill provides for a set-aside of part B funds that can be used for services such as tutoring or other special assistance to students who are at risk of being identified as needing special education. That will help these students meet their potential.
Research by the President's Commission on Special Education and the National Research Council has identified important benefits to providing early educational intervention. They suggest early educational intervention can reduce the number of children referred to special education.
That research also shows students receiving early educational intervention and who are referred to special education frequently require less intensive services.
I believe this is an important step toward ensuring that other disabled students receive the services they need without placing children in the special education programs unnecessarily. By using funds for early intervention services, schools will be able to provide services in a very seamless fashion to students with disabilities or students who may be unnecessarily referred to special education programs.
Second, this legislation addresses the needs of rural States by clearly defining what is a highly qualified teacher. Under the No Child Left Behind Act, which received large bipartisan support in Congress, all teachers in public elementary and secondary schools must meet the highly qualified teacher standard.
In rural States such as Wyoming, many teachers, including special education teachers, are responsible for multiple subjects. In my home State, they are sometimes responsible for multiple grades as well. The legislation we are considering would work hand in hand with the No Child Left Behind Act to help address the concerns of teachers in this challenging position.
This bill requires every disabled child to be taught by a highly qualified teacher, but it also maintains State flexibility to determine what constitutes highly qualified. The only requirement is that special education teachers have an undergraduate degree and be fully certified as special education instructors, and that the students have a chance to be taught by an instructor who is highly qualified in the subject area. The bill does not even require that be the same person.
In many schools, disabled students are placed in classrooms with their non-disabled peers, and they receive instructions from more than one teacher. Students with disabilities would be instructed in the appropriate subject area by a highly qualified teacher who has demonstrated mastery of the subject, but they would also receive support from a teacher who meets the highly qualified standard for special education. It is a very important distinction.
For teachers who are responsible for both the special education and the content area, this legislation preserves the flexibility of the State that was created under No Child Left Behind to define what constitutes a highly qualified teacher.
I continue to be impressed that more than 95 percent of Wyoming teachers meet the highly qualified teacher standard, including its special educators.
This legislation will support the commitment of States such as Wyoming with a 95-percent rate to place a highly qualified teacher in every classroom, whether it is a special education classroom or not.
The third point of the bill, that I want to address is that this legislation makes improvements to the disciplinary system that operates under current law. A concern I have heard from parents and educators is that the discipline of students with disabilities has led to the creation of a two-tier disciplinary system. Students with disabilities are treated differently from their peers because it is required by law.
I don't believe that is in the best interest of these students when we are asking, for academic purposes, that we place them in the least restrictive environment. It is inconsistent to say we would treat disabled students as we treat their peers until they are in need of discipline. Disabled students are able to learn responsibility just like their peers. We should give them a chance to learn the same kind of responsibility we expect of other students.
Many parents I talk with about discipline are concerned that we not allow teachers to discipline disabled students too harshly. I agree. I think everyone agrees. I support the bill we are considering because it preserves protections for disabled students, like the protection that schools must abide by the manifest determination standard, which requires schools to determine if the student's disability led to the behavior--that is a key--if the student's disability led to the behavior.
This bill also preserves the rights of parents to question the school's decision. I also believe this legislation makes significant improvements in permitting teachers and school administrators to properly discipline students with disabilities when a need is identified.
Schools are given a margin of flexibility to remove disabled students from their classroom when a dangerous situation presents itself. The school is still accountable to the parent, however, and must make every effort to return the student to the classroom as soon as possible.
Finally, I wish to highlight the issue of State flexibility. For years, local educational agencies have been permitted to use flexibility with their funding. As the Federal Government increases its commitment to funding special education programs, local districts in most States are able to shift funding into other priorities. Traditionally, their funding has not even been limited in its use to educational purposes.
This flexibility has never benefitted Wyoming. That is because Wyoming has decided to use an alternative financing method for its special education programs.
Instead of the State passing Federal funding on to the local districts, Wyoming retains the bulk of the funding at the State level and reimburses districts for their special education expenses. Part of the reason for this approach is we do not pay for our education with property taxes as most States do. We use mineral taxes, which come from a few spots in the State. This system has worked in Wyoming for several reasons, including the help it provides to shield local districts from the cost of services for severely disabled students.
Some of the districts in Wyoming are so small that a single student with a severe disability would require all of the funding available to that district to be spent on a single student. That would threaten the services to other children with disabilities and subject the district to due process hearings under the law.
Instead, Wyoming has elected to use its allocations under part B of the special education program as reimbursements. Even very small districts can confidently provide services to students with disabilities with the understanding that the State will reimburse them for those services.
Even though the system is much more effective at providing services to students with disabilities, the lack of flexibility in the use of Federal funding has tied the hands of the State's administrators who would like to use the funding for early identification and other educational programs. The irony
is, if Wyoming were to operate their special education programs differently, and less effectively, they would enjoy much more flexibility with their funding. Right now in Wyoming, families of students with disabilities are moving from other States to enroll their children in Wyoming schools because we have done so well at meeting their needs. Even though our programs are among the best in the region--and, I argue, among the best in the country--Wyoming is penalized for doing a good job just because we do it differently than Federal law suggests we do it.
The phrase ``one size fits all'' has been used a lot in the Senate lately on the subject of education. But at the risk of abusing the term, this is a perfect example of a one-size-fits-all program that does not fit Wyoming. If Wyoming were to pursue a less effective model of providing services to students with disabilities, the State could use more flexibility. Instead, because the State decided to use a system that places the needs of the students first, we are denied the same flexibility provided every other State.
The legislation we are considering now would address this concern. It would allow States that are responsible for the largest share of non- Federal special education funding to enjoy more flexibility at the State level. It is important to note that this flexibility is only applied to educational programs so no State can drain funding away from its educational programs for other purposes. The funding has to be used in conjunction with State educational efforts.
This is a critical piece of legislation, and one I feel strongly about retaining both in this legislation and the bill that is produced by the conference process.
Those are the four main points of the actual legislation. That is legislation, again, that we unanimously supported out of the Health, Education, Labor and Pensions Committee--that is no small achievement. It is important we move forward in the process. That is what we are doing now.
Of course, we are debating two amendments, the Harkin amendment and the Gregg amendment, which will each be voted on this afternoon. I will make a few comments in support of the Gregg amendment to fully fund the IDEA program.
According to assumptions in the Senate budget resolution this body passed earlier this year, we will have increased spending by 75 percent from 2001 levels. The Gregg amendment builds on those increases and sets us on a path to reach full funding by 2011. That is a very realistic path, one that we can do, one that we can slightly accelerate. It is not just a statement but something that can happen.
I have heard colleagues comment that we can do anything with statistics. That is a common perception. But if my colleagues would rather look at the real dollars, we spend more now on education than we ever have in this country at the Federal level. Right now, under the assumptions of the fiscal year 2005 budget, we will be at 20 percent of the share of Federal special education. The Gregg amendment would take us to the 40-percent mark in 7 years. That is the mark we have in the original legislation.
I have mentioned, again, that happened in 1966. We are at a higher level now than we have ever been. It is pretty remarkable since it took over 30 years to get to 20 percent, but most of the progress that has occurred has occurred under this President in the past 4 years.
I want to make it clear, we are closer to full funding now than we ever have been in the history of this IDEA program. To get there within 7 years is within reach, but we should not be confused that mandatory spending is the right solution. I can hear the Members who made previous speeches saying: No, no, this is not mandatory. The way I read it, it is mandatory. But even if it were not mandatory, I am not aware of a program, particularly not this program, where we reduced spending. Whatever level we take it to at this moment is where it will stay. Then we will fight to show we are more concerned than anyone else in raising the revenues in the future.
So we need to have a rational, realistic, and regular approach to raising the level of IDEA funding until we can come in compliance with the 40 percent that we promised.
We have made significant progress in the past 4 years toward full funding under the current administration and congressional leadership. There is no reason to assume we will not continue to make significant progress in the near future.
I want to mention again that under the previous President, during his 8 years, we increased part B funding $1.4 billion. Under this President, in 3 years we have increased it $3.7 billion.
I have to point out, under the previous administration we were funding during a surplus. We were funding in period of growth, not a recession. We were not funding during a time of terrorism. We were not funding during a time of war in Afghanistan. We were not funding during a time of war in Iraq. We were funding during a surplus, and we did not meet that 40-percent goal.
Now, when we have severe budget constraints, there is a political statement that says: Give it all to them. And then there is a balanced approach that Senator Gregg has that says: Let's grow it and really get it done and quit making the political statements on it.
We have an opportunity to advance IDEA and to advance the funding on it. I know we will take advantage of both.
I yield the floor and reserve the remainder of the time.
Mr. President, I rise in support of the amendment offered by Senator Gregg on attorney's fees. I am concerned about the effect frivolous lawsuits are having on the ability of our schools to provide services to special education students. Schools with limited resources, particularly small or rural schools, are especially vulnerable to the financial impact a frivolous complaint can have on scarce resources and limited funds.
I believe an important part of the debate on this amendment should focus on the practical impact that frivolous complaints have on the provision of services to students with disabilities.
When Federal funding was originally established for services to students with disabilities it was meant to be used for services, not for legal fees. I believe that is still the case. Unfortunately, some frivolous lawsuits against schools are having the effect of diverting funds from necessary services.
There are documented cases where schools have spent hundreds of thousands of dollars battling frivolous complaints that were filed under IDEA. As my colleague from New Hampshire has pointed out, there is one instance of a school spending $154,000 over a 2-year period to address seven complaints from the same parent. Another school spent $195,000 on complaints from one parent.
In Wyoming, $154,000 is more than some school district's entire special education administrative budget. It is very difficult to imagine successfully providing services to children with disabilities when faced with this kind of legal obligation to defend frivolous lawsuits.
The piece of the puzzle that get overlooked is that school districts do not have unlimited funds. If a school district spends $154,000 on legal fees defending a frivolous lawsuit, that is $154,000 that does not get spent on educational purposes.
I do not want to leave anyone with the impression that I think all complaints filed under IDEA are frivolous. We are talking about a very small minority of complaints, probably less than 1 percent.
Still, even though the number of frivolous complaints may not be significant to the big picture, but the cost to schools can be very significant.
A second major point I would like to make is that frivolous complaints undermine the effort of Congress to ``fully fund'' IDEA.
The issue of ``full funding'' for IDEA has received a lot of attention and we have been discussing it on the floor in this body as it relates to the underlying bill. I have never understood ``full funding'' to mean that the Federal Government should fully fund the legal fees for schools to resolve complaints under IDEA.
The ``full funding'' of IDEA that I am familiar with is the Federal goal of providing 40 percent of the cost of special education services to students. No one that I hear speaking of full funding talks about lawsuits, they talk about services to children.
Unfortunately, schools do not have the luxury of ignoring complaints, however frivolous they may be. They must assume that every complaint filed with be upheld and prepare accordingly. That diverts funds from other educational services.
Once the complaint is filed, the school must find a way to pay for the legal services it will require, and local education funding is the only pool of resources available to school districts.
This means local education will suffer when a frivolous lawsuit is filed, because the school will have to divert funds away from other priorities, even special education services, to pay for the cost of resolving the complaint.
This body should not overlook the fact that frivolous lawsuits are diverting limited resources away from services, eroding the effect of increased Federal appropriations.
This amendment would create a simple protection to defend schools from frivolous lawsuits and help retain Federal funds in proper streams to provide services for disabled students.
Parents filing legitimate complaints would not be liable for attorney's fees. The standard set by this amendment is higher than the standard currently followed by the courts in civil rights cases.
Some will argue that this amendment infringes on the rights of parents to pursue a complaint against a school district. That is not the case at all. This amendment simply provides a means for school districts to avoid the unnecessary costs of defending themselves from a frivolous lawsuit.
Legitimate complaints under IDEA would not be affected. Even complaints that could be considered marginally frivolous would not be affected. Only those complaints that meet a high standard of frivolity would be met with approved sanctions by the courts.
I believe this is a reasonable approach to an important issue and one that the Senate should be able to accept without objection.