any social, emotional, behavioral, physical, environ-
mental, or academic factor that substantially inter-
feres with a student’s ability to achieve academically 
at proficient levels and successfully complete high 
school. Such factors may include acute or transi-
tional factors such as family conflict, homelessness, 
geographic relocation, grief and loss, emotional 
stress, mental or physical illness, or mild learning 
problems, and more chronic or severe factors com-
monly associated with a disability. 
‘‘(b) PRIORITY.—In awarding grants under this sec-
tion, the Secretary shall give priority to applications that 
demonstrate— 
‘‘(1) the greatest financial need based upon the 
number of students identified as requiring special-
ized instructional support services and programs in 
order to overcome barriers to learning and academic 
achievement; 
‘‘(2) the greatest need based upon the limited 
amount of resources, services, or personnel (within 
local educational agencies and individual schools) 
available to specifically address barriers to learning 
and academic achievement; and 
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‘‘(3) the greatest potential for program sustain-
ability following the completion of the grant’s dura-
tion. 
‘‘(c) MATCHING REQUIREMENT.—To be eligible to 
receive a grant under this section, a State educational 
agency shall provide non-Federal matching funds equal to 
not less than 50 percent of the amount of the grant. 
‘‘(d) DURATION.—Grants under this section shall be 
awarded for a period of not more than 5 years. 
‘‘(e) ADMINISTRATIVE COSTS.—A State educational 
agency that receives a grant under this part may reserve 
not more than 15 percent of the grant funds for adminis-
trative expenses. 
‘‘(f) SUPPLEMENT; NOT SUPPLANT.—Funds made 
available under this part shall be used to supplement, and 
not supplant, any other Federal, State, or local funds that 
would otherwise be available to carry out the activities as-
sisted under this part. 
‘‘SEC. 1903. STATE APPLICATIONS. 
‘‘(a) IN GENERAL.—Each State educational agency 
seeking a grant under this part shall submit an application 
to the Secretary at such time, in such manner, and accom-
panied by such information as the Secretary may require. 
‘‘(b) CONTENTS.—Each application for a grant under 
this section shall also describe— 
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‘‘(1) the needs of the State in meeting the pur-
poses of this part; 
‘‘(2) if a State intends to hire a specialized in-
structional support services coordinator, the quali-
fications of the specialized instructional support 
services coordinators demonstrating that personnel 
are knowledgeable and experienced in school sys-
tems, operations, and the specific role and function 
of specialized instructional support services; 
‘‘(3) the specific leadership activities to be per-
formed by the coordinators in order to address such 
purposes; 
‘‘(4) the school population to be targeted for 
services by the specialized instructional support serv-
ices; 
‘‘(5) the specific student outcomes expected as 
a result of delivering these services; 
‘‘(6) the adequacy of staffing as compared to 
student needs for specialized instructional support 
services personnel, especially personnel representing 
diverse cultural populations; 
‘‘(7) the proposed strategies for recruiting and 
retaining specialized instructional support services 
personnel, including professional development, men-
toring, and hiring incentives; 
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‘‘(8) the methods to be used to evaluate the 
outcomes and effectiveness of the program; and 
‘‘(9) how the State and local educational agen-
cies will involve community groups, social service 
agencies, and other public and private entities in co-
ordinated, collaborative efforts to reduce barriers to 
learning. 
‘‘SEC. 1904. EVALUATION AND REPORTING. 
‘‘(a) IN GENERAL.—The Secretary shall evaluate the 
programs assisted under this part. 
‘‘(b) REPORTING.—Not later than 3 years after 
grants are awarded under this part to the State edu-
cational agencies, the Secretary shall make publicly avail-
able a report— 
‘‘(1) detailing the results of the Secretary’s 
evaluation of each program assisted pursuant to a 
grant under this part; 
‘‘(2) demonstrating how each State educational 
agency receiving a grant under this part reduced 
barriers to learning for students; and 
‘‘(3) demonstrating how each State educational 
agency receiving a grant under this part improved 
the coordination and collaboration of specialized in-
structional support services at the local and indi-
vidual school level and with community groups, so-
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cial services agencies, or other public or private serv-
ice agencies working to reduce barriers to learning. 
‘‘SEC. 1905. AUTHORIZATIONS. 
‘‘There are authorized to carry out this part such 
sums as may be necessary for fiscal year 2012 and each 
of the 5 succeeding fiscal years.’’. 
(b) REFERENCES TO PUBLIC SERVICES AND PER-
SONNEL.— 
(1) The Elementary and Secondary Education 
Act of 1965 is amended— 
(A) by striking ‘‘pupil services’’ each place 
it appears in sections 1114(b)(1)(B)(iii)(I)(aa), 
1416(4), and 4152(2) and inserting ‘‘special-
ized instructional support services’’, and 
(B) by striking ‘‘pupil services personnel’’ 
each place it appears and inserting ‘‘specialized 
instructional support personnel’’. 
(2) Paragraph (36) of section 9101 of such Act 
(20 U.S.C. 7801) is amended to read as follows: 
‘‘(36) SPECIALIZED
INSTRUCTIONAL
SUPPORT 
PERSONNEL; SPECIALIZED INSTRUCTIONAL SUPPORT 
SERVICES.— 
‘‘(A) SPECIALIZED
INSTRUCTIONAL
SUP-
PORT PERSONNEL.—The term ‘specialized in-
structional support personnel’ means school 
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counselors, school social workers, school psy-
chologists, and other qualified professional per-
sonnel involved in providing assessment, diag-
nosis, counseling, educational, therapeutic, and 
other necessary services (including related serv-
ices as that term is defined in section 602 of 
the Individuals with Disabilities Education Act) 
as part of a comprehensive program to meet 
student needs. 
‘‘(B) SPECIALIZED
INSTRUCTIONAL
SUP-
PORT SERVICES.—The term ‘specialized instruc-
tional support services’ means the services pro-
vided by specialized instructional support per-
sonnel.’’. 
(c) CLERICAL AMENDMENTS.— 
(1) Sections 1901 through 1908 of part J of 
title I of the Elementary and Secondary Education 
Act of 1965 (as redesignated by subsection (a)) are 
redesignated as sections 1921 through 1928, respec-
tively. 
(2) The table of contents for the Elementary 
and Secondary Education Act of 1965 is amended 
by striking the items relating to part I of title I and 
inserting the following new items: 
‘‘PART I—REDUCED BARRIERS TO LEARNING 
‘‘Sec. 1901. Purposes. 
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