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.

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

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'.

END