(C) describe the methods to be used to
evaluate the outcomes and effectiveness of the
program;
(D) describe the collaborative efforts to be
undertaken with institutions of higher edu-
cation, businesses, labor organizations, commu-
nity groups, social service agencies, and other
public or private entities to enhance the pro-
gram and promote school-linked services inte-
gration;
(E) describe collaborative efforts with in-
stitutions of higher education which specifically
seek to enhance or improve graduate programs
specializing in the preparation of school psy-
chologists;
(F) document that the applicant has the
personnel qualified to develop, implement, and
administer the program;
(G) describe how any diverse cultural pop-
ulations, if applicable, would be served through
the program;
(H) assure that the funds made available
under this part for any fiscal year will be used
to supplement and, to the extent practicable, in-
crease the level of funds that would otherwise
be available from non-Federal sources for the
program described in the application, and in no
case supplant such funds from non-Federal
sources; and
(I) assure that the applicant will appoint
an advisory board composed of parents, school
counselors, school psychologists, school social
workers, other pupil services personnel, teach-
ers, school administrators, and community lead-
ers to advise the local educational agency on the
design and implementation of the program.
(c) USE OF FUNDS.—
(1) IN GENERAL.—Grant funds under this sec-
tion shall be used to initiate or expand school psy-
chological counseling programs that comply with the
requirements in paragraph (2).
(2) PROGRAM REQUIREMENTS.—Each program
assisted under this section shall—
(A) be comprehensive in addressing the
personal, social, and emotional well being of all
students;
(B) use a developmental, preventive ap-
proach to psychological counseling;
(C) increase the range, availability, quan-
tity, and quality of psychological counseling
services in the schools of the local educational
agency;
(D) expand psychological counseling serv-
ices only through qualified school psychologists;
(E) use innovative approaches to increase
children’s understanding of peer and family re-
lationships, work and self, decisionmaking, aca-
demic and career planning, or to improve social
functioning;
(F) provide psychological counseling serv-
ices that are well-balanced among classroom
group and small group counseling, individual
counseling, and consultation with parents,
teachers, administrators, and other pupil serv-
ices personnel;
(G) include inservice training for school
psychologists;
(H) involve parents of participating stu-
dents in the design, implementation, and eval-
uation of a psychological counseling program;
(I) involve collaborative efforts with insti-
tutions of higher education, businesses, labor
organizations, community groups, social service
agencies, or other public or private entities to
enhance the program and promote school-linked
services integration; and
(J) evaluate annually the effectiveness and
outcomes of the psychological counseling serv-
ices and activities assisted under this section.
(3) REPORT.—The Secretary shall issue a re-
port evaluating the programs assisted pursuant to
each grant under this subsection at the end of each
grant period in accordance with section 1, but in no
case later than January 30, 2004.
(4) 
DISSEMINATION.—The 
Secretary 
shall
make the programs assisted under this section avail-
able for dissemination, either through the National
Diffusion Network or other appropriate means.
(5) LIMIT
ON
ADMINISTRATION.—Not more
than five percent of the amounts made available
under this section in any fiscal year shall be used for
administrative costs to carry out this section.
(d) DEFINITIONS.—For purposes of this section—
(1) the term ‘‘school psychologist’’ means an in-
dividual who—
(A) possesses a minimum of 60 graduate
semester hours in school psychology from an in-
stitution of higher education and has completed
1,200 clock hours in a supervised school psy-
chology internship, of which 600 hours shall be
in the school setting;
(B) possesses State licensure or certifi-
cation in the State in which the individual
works; or
(C) in the absence of such State licensure
or certification, possesses national certification
by the National School Psychology Certification
Board;
(2) the terms ‘‘elementary school’’, ‘‘local edu-
cational agency’’, and ‘‘secondary school’’ have the
same meanings given such terms in section 14101 of
the Elementary and Secondary Education Act of
1965 (20 U.S.C. 8801); and
(3) the term ‘‘Secretary’’ means the Secretary
of Education.
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