‘‘(B) Identify scientifically-based practices 
in specialized instructional support services that 
effectively address barriers to education and im-
prove both academic achievement and edu-
cational results for students. 
‘‘(C) Provide continuous training and pro-
fessional development opportunities for special-
ized instructional support services personnel 
and other personnel in the use of effective tech-
niques to address academic, behavioral, and 
functional needs. 
‘‘(D) Provide technical assistance to State 
specialized instructional support coordinators, if 
any, as well as to local and State educational 
agencies in the provision of effective, scientif-
ically-based specialized instructional support 
services. 
‘‘(E) Coordinate specialized instructional 
support services programs and services in 
schools between the Department and other Fed-
eral agencies, as appropriate.’’. 
(b) CLERICAL AMENDMENT.—The table of contents 
for such Act is amended by redesignating the items relat-
ing to sections 219 and 220 as relating to sections 220 
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and 221, respectively, and by inserting after the item re-
lating to section 218 the following new item: 
‘‘Sec. 219. Office of Specialized Instructional Support Services.’’. 
SEC. 4. GRANTS TO STATE EDUCATIONAL AGENCIES TO RE-
DUCE BARRIERS TO LEARNING. 
(a) IN GENERAL.—Title I of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 6301 et 
seq.) is amended by redesignating part I as part J and 
by inserting after part H the following new part: 
‘‘PART I—REDUCED BARRIERS TO LEARNING 
‘‘SEC. 1901. PURPOSES. 
‘‘The purposes of this part are— 
‘‘(1) to build the capacity of States to identify 
and respond to the need for specialized instructional 
support services at the district level in order to pro-
mote student success for all students; 
‘‘(2) to promote comprehensive and coordinated 
delivery of services within and across Federal, State, 
and local educational agencies and in collaboration 
with available community agencies supports and 
services; 
‘‘(3) to promote evidenced-based practices that 
have demonstrated effectiveness in reducing barriers 
to learning and improving student outcomes; 
‘‘(4) to monitor the access, use, availability, and 
adequacy of resources, services, and personnel de-
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signed to specifically address barriers to learning at 
the district and individual school level; 
‘‘(5) to assist in the recruitment, retention, and 
adequate staffing of specialized instructional support 
services to meet the needs of students experiencing 
barriers to learning at the district and individual 
school level; and 
‘‘(6) to improve shared accountability for stu-
dent outcomes by all school personnel. 
‘‘SEC. 1902. GRANTS TO STATE EDUCATIONAL AGENCIES. 
‘‘(a) GRANTS.— 
‘‘(1) IN GENERAL.—The Secretary may award 
competitive grants under this part to State edu-
cational agencies— 
‘‘(A) to establish or expand specialized in-
structional support services and programs at 
the State level that are designed to provide 
technical assistance, and coordinate and sup-
port specialized instructional support services 
and programs, for the purpose of addressing 
barriers to learning within local educational 
agencies and individual schools; and 
‘‘(B) to hire and support specialized in-
structional support services coordinators to pro-
vide such assistance, coordination, and support. 
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‘‘(2) BARRIERS TO LEARNING.—For purposes 
of this part, the term ‘barriers to learning’ include 
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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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 2008 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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‘‘Sec. 1902. Grants to State educational agencies. 
‘‘Sec. 1903. State applications. 
‘‘Sec. 1904. Evaluation and reporting. 
‘‘Sec. 1905. Authorizations. 
‘‘PART J—GENERAL PROVISIONS 
‘‘Sec. 1921. Federal regulations. 
‘‘Sec. 1922. Agreements and records. 
‘‘Sec. 1923. State administration. 
‘‘Sec. 1924. Local educational agency spending audits. 
‘‘Sec. 1925. Prohibition against Federal mandates, direction, or control. 
‘‘Sec. 1926. Rule of construction on equalized spending. 
‘‘Sec. 1927. State report on dropout data. 
‘‘Sec. 1928. Regulations for sections 1111 and 1116.’’. 
(3) Section 1922 of such Act, as redesignated 
by paragraph (1), is amended by striking ‘‘1901’’ 
and inserting ‘‘1921’’. 
(4) Paragraph (11) of section 1111(c) of such 
Act is amended by striking ‘‘1903(b)’’ and inserting 
‘‘1923(b)’’. 
Æ 
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