- § 1461. Purpose; definition of eligible entity
- § 1462. Personnel development to improve services and results for children with disabilities
- § 1463. Technical assistance, demonstration projects, dissemination of information, and implementation of scientifically based research
- § 1464. Studies and evaluations
- § 1465. Interim alternative educational settings, behavioral supports, and systemic school interventions
- § 1466. Authorization of appropriations
§ 1461. Purpose; definition of eligible entity
(a) Purpose
The purpose of this part is—
(1) to provide Federal funding for personnel preparation, technical assistance, model demonstration projects, information dissemination, and studies and evaluations, in order to improve early intervention, educational, and transitional results for children with disabilities; and
(2) to assist State educational agencies and local educational agencies in improving their education systems for children with disabilities.
(b) Definition of eligible entity
(1) In general
In this part, the term “eligible entity” means—
(A) a State educational agency;
(B) a local educational agency;
(C) a public charter school that is a local educational agency under State law;
(D) an institution of higher education;
(E) a public agency not described in subparagraphs (A) through (D);
(F) a private nonprofit organization;
(G) an outlying area;
(H) an Indian tribe or a tribal organization (as defined under section 5304 of title 25); or
(I) a for-profit organization, if the Secretary finds it appropriate in light of the purposes of a particular competition for a grant, contract, or cooperative agreement under this part.
(2) Special rule
(Pub. L. 91–230, title VI, § 661, as added Pub. L. 108–446, title I, § 101, Dec. 3, 2004, 118 Stat. 2774.)
§ 1462. Personnel development to improve services and results for children with disabilities
(a) In generalThe Secretary, on a competitive basis, shall award grants to, or enter into contracts or cooperative agreements with, eligible entities to carry out 1 or more of the following objectives:
(1) To help address the needs identified in the State plan described in section 1453(a)(2) of this title for personnel, as defined in section 1451(b) of this title, who meet the applicable requirements described in section 1412(a)(14) of this title, to work with infants or toddlers with disabilities, or children with disabilities, consistent with the qualifications described in section 1412(a)(14) of this title.
(2) To ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined, through scientifically based research, to be successful in serving those children.
(3) To encourage increased focus on academics and core span areas in special education personnel preparation programs.
(4) To ensure that regular education teachers have the necessary skills and knowledge to provide instruction to students with disabilities in the regular education classroom.
(5) To ensure that all special education teachers meet the qualifications described in section 1412(a)(14)(C) of this title.
(6) To ensure that preservice and in-service personnel preparation programs include training in—
(A) the use of new technologies;
(B) the area of early intervention, educational, and transition services;
(C) effectively involving parents; and
(D) positive behavioral supports.
(7) To provide high-quality professional development for principals, superintendents, and other administrators, including training in—
(A) instructional leadership;
(B) behavioral supports in the school and classroom;
(C) paperwork reduction;
(D) promoting improved collaboration between special education and general education teachers;
(E) assessment and accountability;
(F) ensuring effective learning environments; and
(G) fostering positive relationships with parents.
(b) Personnel development; enhanced support for beginning special educators
(1) In generalIn carrying out this section, the Secretary shall support activities—
(A) for personnel development, including activities for the preparation of personnel who will serve children with high incidence and low incidence disabilities, to prepare special education and general education teachers, principals, administrators, and related services personnel (and school board members, when appropriate) to meet the diverse and individualized instructional needs of children with disabilities and improve early intervention, educational, and transitional services and results for children with disabilities, consistent with the objectives described in subsection (a); and
(B) for enhanced support for beginning special educators, consistent with the objectives described in subsection (a).
(2) Personnel developmentIn carrying out paragraph (1)(A), the Secretary shall support not less than 1 of the following activities:
(A) Assisting effective existing, improving existing, or developing new, collaborative personnel preparation activities undertaken by institutions of higher education, local educational agencies, and other local entities that incorporate best practices and scientifically based research, where applicable, in providing special education and general education teachers, principals, administrators, and related services personnel with the knowledge and skills to effectively support students with disabilities, including—
(i) working collaboratively in regular classroom settings;
(ii) using appropriate supports, accommodations, and curriculum modifications;
(iii) implementing effective teaching strategies, classroom-based techniques, and interventions to ensure appropriate identification of students who may be eligible for special education services, and to prevent the misidentification, inappropriate overidentification, or underidentification of children as having a disability, especially minority and limited English proficient children;
(iv) effectively working with and involving parents in the education of their children;
(v) utilizing strategies, including positive behavioral interventions, for addressing the conduct of children with disabilities that impedes their learning and that of others in the classroom;
(vi) effectively constructing IEPs, participating in IEP meetings, and implementing IEPs;
(vii) preparing children with disabilities to participate in statewide assessments (with or without accommodations) and alternate assessments, as appropriate, and to ensure that all children with disabilities are a part of all accountability systems under the Elementary and Secondary Education Act of 1965 [20 U.S.C. 6301 et seq.]; and
(viii) working in high need elementary schools and secondary schools, including urban schools, rural schools, and schools operated by an entity described in section 6113(d)(1)(A)(ii) of the Elementary and Secondary Education Act of 1965 [20 U.S.C. 7423(d)(1)(A)(ii)], and schools that serve high numbers or percentages of limited English proficient children.
(B) Developing, evaluating, and disseminating innovative models for the recruitment, induction, retention, and assessment of new, special education teachers who meet the qualifications described in section 1412(a)(14)(C) of this title to reduce teacher shortages, especially from groups that are underrepresented in the teaching profession, including individuals with disabilities.
(C) Providing continuous personnel preparation, training, and professional development designed to provide support and ensure retention of special education and general education teachers and personnel who teach and provide related services to children with disabilities.
(D) Developing and improving programs for paraprofessionals to become special education teachers, related services personnel, and early intervention personnel, including interdisciplinary training to enable the paraprofessionals to improve early intervention, educational, and transitional results for children with disabilities.
(E) In the case of principals and superintendents, providing activities to promote instructional leadership and improved collaboration between general educators, special education teachers, and related services personnel.
(F) Supporting institutions of higher education with minority enrollments of not less than 25 percent for the purpose of preparing personnel to work with children with disabilities.
(G) Developing and improving programs to train special education teachers to develop an expertise in autism spectrum disorders.
(H) Providing continuous personnel preparation, training, and professional development designed to provide support and improve the qualifications of personnel who provide related services to children with disabilities, including to enable such personnel to obtain advanced degrees.
(3) Enhanced support for beginning special educatorsIn carrying out paragraph (1)(B), the Secretary shall support not less than 1 of the following activities:
(A) Enhancing and restructuring existing programs or developing preservice teacher education programs to prepare special education teachers, at colleges or departments of education within institutions of higher education, by incorporating an extended (such as an additional 5th year) clinical learning opportunity, field experience, or supervised practicum into such programs.
(B) Creating or supporting teacher-faculty partnerships (such as professional development schools) that—
(i) consist of not less than—(I) 1 or more institutions of higher education with special education personnel preparation programs;(II) 1 or more local educational agencies that serve high numbers or percentages of low-income students; or(III) 1 or more elementary schools or secondary schools, particularly schools that have failed to make adequate yearly progress on the basis, in whole and in part, of the assessment results of the disaggregated subgroup of students with disabilities;
(ii) may include other entities eligible for assistance under this subchapter; and
(iii) provide—(I) high-quality mentoring and induction opportunities with ongoing support for beginning special education teachers; or(II) inservice professional development to beginning and veteran special education teachers through the ongoing exchange of information and instructional strategies with faculty.
(c) Low incidence disabilities; authorized activities
(1) In general
(2) Authorized activitiesActivities that may be carried out under this subsection include activities such as the following:
(A) Preparing persons who—
(i) have prior training in educational and other related service fields; and
(ii) are studying to obtain degrees, certificates, or licensure that will enable the persons to assist children with low incidence disabilities to achieve the objectives set out in their individualized education programs described in section 1414(d) of this title, or to assist infants and toddlers with low incidence disabilities to achieve the outcomes described in their individualized family service plans described in section 1436 of this title.
(B) Providing personnel from various disciplines with interdisciplinary training that will contribute to improvement in early intervention, educational, and transitional results for children with low incidence disabilities.
(C) Preparing personnel in the innovative uses and application of technology, including universally designed technologies, assistive technology devices, and assistive technology services—
(i) to enhance learning by children with low incidence disabilities through early intervention, educational, and transitional services; and
(ii) to improve communication with parents.
(D) Preparing personnel who provide services to visually impaired or blind children to teach and use Braille in the provision of services to such children.
(E) Preparing personnel to be qualified educational interpreters, to assist children with low incidence disabilities, particularly deaf and hard of hearing children in school and school related activities, and deaf and hard of hearing infants and toddlers and preschool children in early intervention and preschool programs.
(F) Preparing personnel who provide services to children with significant cognitive disabilities and children with multiple disabilities.
(G) Preparing personnel who provide services to children with low incidence disabilities and limited English proficient children.
(3) DefinitionIn this section, the term “low incidence disability” means—
(A) a visual or hearing impairment, or simultaneous visual and hearing impairments;
(B) a significant cognitive impairment; or
(C) any impairment for which a small number of personnel with highly specialized skills and knowledge are needed in order for children with that impairment to receive early intervention services or a free appropriate public education.
(4) Selection of recipientsIn selecting eligible entities for assistance under this subsection, the Secretary may give preference to eligible entities submitting 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 an effective collaboration between an eligible entity and a local educational agency that promotes recruitment and subsequent retention of personnel who meet the applicable requirements described in section 1412(a)(14) of this title to serve children with low incidence disabilities.
(5) Preparation in use of braille
(d) Leadership preparation; authorized activities
(1) In general
(2) Authorized activitiesActivities that may be carried out under this subsection include activities such as the following:
(A) Preparing personnel at the graduate, doctoral, and postdoctoral levels of training to administer, enhance, or provide services to improve results for children with disabilities.
(B) Providing interdisciplinary training for various types of leadership personnel, including teacher preparation faculty, related services faculty, administrators, researchers, supervisors, principals, and other persons whose work affects early intervention, educational, and transitional services for children with disabilities, including children with disabilities who are limited English proficient children.
(e) Applications
(1) In general
(2) Identified State needs
(A) Requirement to address identified needs
(B) Cooperation with State educational agencies
(3) Acceptance by States of personnel preparation requirements
(f) Selection of recipients
(1) Impact of project
(2) Requirement for eligible entities to meet State and professional qualifications
(3) PreferencesIn selecting eligible entities for assistance under this section, the Secretary may give preference to eligible entities that are institutions of higher education that are—
(A) educating regular education personnel to meet the needs of children with disabilities in integrated settings;
(B) educating special education personnel to work in collaboration with regular educators in integrated settings; and
(C) successfully recruiting and preparing individuals with disabilities and individuals from groups that are underrepresented in the profession for which the institution of higher education is preparing individuals.
(g) Scholarships
(h) Service obligation
(1) In general
(2) Special rule
(3) Secretary’s responsibilityThe Secretary—
(A) shall ensure that individuals described in paragraph (1) comply with the requirements of that paragraph; and
(B) may use not more than 0.5 percent of the funds appropriated under subsection (i) for each fiscal year, to carry out subparagraph (A), in addition to any other funds that are available for that purpose.
(i) Authorization of appropriations
(Pub. L. 91–230, title VI, § 662, as added Pub. L. 108–446, title I, § 101, Dec. 3, 2004, 118 Stat. 2774; amended Pub. L. 114–95, title IX, §§ 9214(d)(4)(C), 9215(ss)(9), Dec. 10, 2015, 129 Stat. 2165, 2183.)
§ 1463. Technical assistance, demonstration projects, dissemination of information, and implementation of scientifically based research
(a) In general
(b) Required activitiesFunds received under this section shall be used to support activities to improve services provided under this chapter, including the practices of professionals and others involved in providing such services to children with disabilities, that promote academic achievement and improve results for children with disabilities through—
(1) implementing effective strategies for addressing inappropriate behavior of students with disabilities in schools, including strategies to prevent children with emotional and behavioral problems from developing emotional disturbances that require the provision of special education and related services;
(2) improving the alignment, compatibility, and development of valid and reliable assessments and alternate assessments for assessing student academic achievement, as described under section 6311(b)(2) of this title;
(3) providing training for both regular education teachers and special education teachers to address the needs of students with different learning styles;
(4) disseminating information about innovative, effective, and efficient curricula designs, instructional approaches, and strategies, and identifying positive academic and social learning opportunities, that—
(A) provide effective transitions between educational settings or from school to post school settings; and
(B) improve educational and transitional results at all levels of the educational system in which the activities are carried out and, in particular, that improve the progress of children with disabilities, as measured by assessments within the general education curriculum involved; and
(5) applying scientifically based findings to facilitate systemic changes, related to the provision of services to children with disabilities, in policy, procedure, practice, and the training and use of personnel.
(c) Authorized activitiesActivities that may be carried out under this section include activities to improve services provided under this chapter, including the practices of professionals and others involved in providing such services to children with disabilities, that promote academic achievement and improve results for children with disabilities through—
(1) applying and testing research findings in typical settings where children with disabilities receive services to determine the usefulness, effectiveness, and general applicability of such research findings in such areas as improving instructional methods, curricula, and tools, such as textbooks and media;
(2) supporting and promoting the coordination of early intervention and educational services for children with disabilities with services provided by health, rehabilitation, and social service agencies;
(3) promoting improved alignment and compatibility of general and special education reforms concerned with curricular and instructional reform, and evaluation of such reforms;
(4) enabling professionals, parents of children with disabilities, and other persons to learn about, and implement, the findings of scientifically based research, and successful practices developed in model demonstration projects, relating to the provision of services to children with disabilities;
(5) conducting outreach, and disseminating information, relating to successful approaches to overcoming systemic barriers to the effective and efficient delivery of early intervention, educational, and transitional services to personnel who provide services to children with disabilities;
(6) assisting States and local educational agencies with the process of planning systemic changes that will promote improved early intervention, educational, and transitional results for children with disabilities;
(7) promoting change through a multistate or regional framework that benefits States, local educational agencies, and other participants in partnerships that are in the process of achieving systemic-change outcomes;
(8) focusing on the needs and issues that are specific to a population of children with disabilities, such as providing single-State and multi-State technical assistance and in-service training—
(A) to schools and agencies serving deaf-blind children and their families;
(B) to programs and agencies serving other groups of children with low incidence disabilities and their families;
(C) addressing the postsecondary education needs of individuals who are deaf or hard-of-hearing; and
(D) to schools and personnel providing special education and related services for children with autism spectrum disorders;
(9) demonstrating models of personnel preparation to ensure appropriate placements and services for all students and to reduce disproportionality in eligibility, placement, and disciplinary actions for minority and limited English proficient children; and
(10) disseminating information on how to reduce inappropriate racial and ethnic disproportionalities identified under section 1418 of this title.
(d) Balance among activities and age ranges
(e) Linking States to information sources
(f) Applications
(1) In general
(2) Standards
(3) Priority
(Pub. L. 91–230, title VI, § 663, as added Pub. L. 108–446, title I, § 101, Dec. 3, 2004, 118 Stat. 2781; amended Pub. L. 114–95, title IX, § 9215(ss)(10), Dec. 10, 2015, 129 Stat. 2183.)
§ 1464. Studies and evaluations
(a) Studies and evaluations
(1) Delegation
(2) AssessmentThe Secretary shall, directly or through grants, contracts, or cooperative agreements awarded to eligible entities on a competitive basis, assess the progress in the implementation of this chapter, including the effectiveness of State and local efforts to provide—
(A) a free appropriate public education to children with disabilities; and
(B) early intervention services to infants and toddlers with disabilities, and infants and toddlers who would be at risk of having substantial developmental delays if early intervention services were not provided to the infants and toddlers.
(b) Assessment of national activities
(1) In generalThe Secretary shall carry out a national assessment of activities carried out with Federal funds under this chapter in order—
(A) to determine the effectiveness of this chapter in achieving the purposes of this chapter;
(B) to provide timely information to the President, Congress, the States, local educational agencies, and the public on how to implement this chapter more effectively; and
(C) to provide the President and Congress with information that will be useful in developing legislation to achieve the purposes of this chapter more effectively.
(2) Scope of assessmentThe national assessment shall assess activities supported under this chapter, including—
(A) the implementation of programs assisted under this chapter and the impact of such programs on addressing the developmental needs of, and improving the academic achievement of, children with disabilities to enable the children to reach challenging developmental goals and challenging State academic span standards based on State academic assessments;
(B) the types of programs and services that have demonstrated the greatest likelihood of helping students reach the challenging State academic span standards and developmental goals;
(C) the implementation of the professional development activities assisted under this chapter and the impact on instruction, student academic achievement, and teacher qualifications to enhance the ability of special education teachers and regular education teachers to improve results for children with disabilities; and
(D) the effectiveness of schools, local educational agencies, States, other recipients of assistance under this chapter, and the Secretary in achieving the purposes of this chapter by—
(i) improving the academic achievement of children with disabilities and their performance on regular statewide assessments as compared to nondisabled children, and the performance of children with disabilities on alternate assessments;
(ii) improving the participation of children with disabilities in the general education curriculum;
(iii) improving the transitions of children with disabilities at natural transition points;
(iv) placing and serving children with disabilities, including minority children, in the least restrictive environment appropriate;
(v) preventing children with disabilities, especially children with emotional disturbances and specific learning disabilities, from dropping out of school;
(vi) addressing the reading and literacy needs of children with disabilities;
(vii) reducing the inappropriate overidentification of children, especially minority and limited English proficient children, as having a disability;
(viii) improving the participation of parents of children with disabilities in the education of their children; and
(ix) resolving disagreements between education personnel and parents through alternate dispute resolution activities, including mediation.
(3) Interim and final reportsThe Secretary shall submit to the President and Congress—
(A) an interim report that summarizes the preliminary findings of the assessment not later than 3 years after December 3, 2004; and
(B) a final report of the findings of the assessment not later than 5 years after December 3, 2004.
(c) Study on ensuring accountability for students who are held to alternative achievement standardsThe Secretary shall carry out a national study or studies to examine—
(1) the criteria that States use to determine—
(A) eligibility for alternate assessments; and
(B) the number and type of children who take those assessments and are held accountable to alternative achievement standards;
(2) the validity and reliability of alternate assessment instruments and procedures;
(3) the alignment of alternate assessments and alternative achievement standards to State academic span standards in reading, mathematics, and science; and
(4) the use and effectiveness of alternate assessments in appropriately measuring student progress and outcomes specific to individualized instructional need.
(d) Annual reportThe Secretary shall provide an annual report to Congress that—
(1) summarizes the research conducted under part E of the Education Sciences Reform Act of 2002 [20 U.S.C. 9567 et seq.];
(2) analyzes and summarizes the data reported by the States and the Secretary of the Interior under section 1418 of this title;
(3) summarizes the studies and evaluations conducted under this section and the timeline for their completion;
(4) describes the extent and progress of the assessment of national activities; and
(5) describes the findings and determinations resulting from reviews of State implementation of this chapter.
(e) Authorized activitiesIn carrying out this section, the Secretary may support objective studies, evaluations, and assessments, including studies that—
(1) analyze measurable impact, outcomes, and results achieved by State educational agencies and local educational agencies through their activities to reform policies, procedures, and practices designed to improve educational and transitional services and results for children with disabilities;
(2) analyze State and local needs for professional development, parent training, and other appropriate activities that can reduce the need for disciplinary actions involving children with disabilities;
(3) assess educational and transitional services and results for children with disabilities from minority backgrounds, including—
(A) data on—
(i) the number of minority children who are referred for special education evaluation;
(ii) the number of minority children who are receiving special education and related services and their educational or other service placement;
(iii) the number of minority children who graduated from secondary programs with a regular diploma in the standard number of years; and
(iv) the number of minority children who drop out of the educational system; and
(B) the performance of children with disabilities from minority backgrounds on State assessments and other performance indicators established for all students;
(4) measure educational and transitional services and results for children with disabilities served under this chapter, including longitudinal studies that—
(A) examine educational and transitional services and results for children with disabilities who are 3 through 17 years of age and are receiving special education and related services under this chapter, using a national, representative sample of distinct age cohorts and disability categories; and
(B) examine educational results, transition services, postsecondary placement, and employment status for individuals with disabilities, 18 through 21 years of age, who are receiving or have received special education and related services under this chapter; and
(5) identify and report on the placement of children with disabilities by disability category.
(f) Study
(Pub. L. 91–230, title VI, § 664, as added Pub. L. 108–446, title I, § 101, Dec. 3, 2004, 118 Stat. 2783.)
§ 1465. Interim alternative educational settings, behavioral supports, and systemic school interventions
(a) Program authorizedThe Secretary may award grants, and enter into contracts and cooperative agreements, to support safe learning environments that support academic achievement for all students by—
(1) improving the quality of interim alternative educational settings; and
(2) providing increased behavioral supports and research-based, systemic interventions in schools.
(b) Authorized activitiesIn carrying out this section, the Secretary may support activities to—
(1) establish, expand, or increase the scope of behavioral supports and systemic interventions by providing for effective, research-based practices, including—
(A) training for school staff on early identification, prereferral, and referral procedures;
(B) training for administrators, teachers, related services personnel, behavioral specialists, and other school staff in positive behavioral interventions and supports, behavioral intervention planning, and classroom and student management techniques;
(C) joint training for administrators, parents, teachers, related services personnel, behavioral specialists, and other school staff on effective strategies for positive behavioral interventions and behavior management strategies that focus on the prevention of behavior problems;
(D) developing or implementing specific curricula, programs, or interventions aimed at addressing behavioral problems;
(E) stronger linkages between school-based services and community-based resources, such as community mental health and primary care providers; or
(F) using behavioral specialists, related services personnel, and other staff necessary to implement behavioral supports; or
(2) improve interim alternative educational settings by—
(A) improving the training of administrators, teachers, related services personnel, behavioral specialists, and other school staff (including ongoing mentoring of new teachers) in behavioral supports and interventions;
(B) attracting and retaining a high quality, diverse staff;
(C) providing for referral to counseling services;
(D) utilizing research-based interventions, curriculum, and practices;
(E) allowing students to use instructional technology that provides individualized instruction;
(F) ensuring that the services are fully consistent with the goals of the individual student’s IEP;
(G) promoting effective case management and collaboration among parents, teachers, physicians, related services personnel, behavioral specialists, principals, administrators, and other school staff;
(H) promoting interagency coordination and coordinated service delivery among schools, juvenile courts, child welfare agencies, community mental health providers, primary care providers, public recreation agencies, and community-based organizations; or
(I) providing for behavioral specialists to help students transitioning from interim alternative educational settings reintegrate into their regular classrooms.
(c) Definition of eligible entityIn this section, the term “eligible entity” means—
(1) a local educational agency; or
(2) a consortium consisting of a local educational agency and 1 or more of the following entities:
(A) Another local educational agency.
(B) A community-based organization with a demonstrated record of effectiveness in helping children with disabilities who have behavioral challenges succeed.
(C) An institution of higher education.
(D) A community mental health provider.
(E) An educational service agency.
(d) ApplicationsAny eligible entity that wishes to receive a grant, or enter into a contract or cooperative agreement, under this section shall—
(1) submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require; and
(2) involve parents of participating students in the design and implementation of the activities funded under this section.
(e) Report and evaluation
(Pub. L. 91–230, title VI, § 665, as added Pub. L. 108–446, title I, § 101, Dec. 3, 2004, 118 Stat. 2786.)
§ 1466. Authorization of appropriations
(a)
(b) Reservation
(Pub. L. 91–230, title VI, § 667, as added Pub. L. 108–446, title I, § 101, Dec. 3, 2004, 118 Stat. 2787.)