H. R. 1350—138
achievement of, children with disabilities to enable the
children to reach challenging developmental goals and chal-
lenging State academic content 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 content standards
and developmental goals;
‘‘(C) the implementation of the professional develop-
ment activities assisted under this title 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 agen-
cies, States, other recipients of assistance under this title,
and the Secretary in achieving the purposes of this title
by—
‘‘(i) improving the academic achievement of chil-
dren with disabilities and their performance on regular
statewide assessments as compared to nondisabled
children, and the performance of children with disabil-
ities 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 chil-
dren; and
‘‘(ix) resolving disagreements between education
personnel and parents through alternate dispute reso-
lution activities, including mediation.
‘‘(3) INTERIM
AND
FINAL
REPORTS.—The 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
the date of enactment of the Individuals with Disabilities
Education Improvement Act of 2004; and
‘‘(B) a final report of the findings of the assessment
not later than 5 years after the date of enactment of
such Act.
‘‘(c) STUDY ON ENSURING ACCOUNTABILITY FOR STUDENTS WHO
ARE HELD TO ALTERNATIVE ACHIEVEMENT STANDARDS.—The Sec-
retary shall carry out a national study or studies to examine—
‘‘(1) the criteria that States use to determine—
H. R. 1350—139
‘‘(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 content standards
in reading, mathematics, and science; and
‘‘(4) the use and effectiveness of alternate assessments
in appropriately measuring student progress and outcomes spe-
cific to individualized instructional need.
‘‘(d) ANNUAL REPORT.—The 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;
‘‘(2) analyzes and summarizes the data reported by the
States and the Secretary of the Interior under section 618;
‘‘(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 title.
‘‘(e) AUTHORIZED ACTIVITIES.—In carrying out this section, the
Secretary may support objective studies, evaluations, and assess-
ments, 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 develop-
ment, 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 grad-
uated 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 title,
including longitudinal studies that—
H. R. 1350—140
‘‘(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 title, using a national, rep-
resentative 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 title; and
‘‘(5) identify and report on the placement of children with
disabilities by disability category.
‘‘(f) STUDY.—The Secretary shall study, and report to Congress
regarding, the extent to which States adopt policies described in
section 635(c)(1) and on the effects of those policies.
‘‘SEC. 665. INTERIM ALTERNATIVE EDUCATIONAL SETTINGS, BEHAV-
IORAL SUPPORTS, AND SYSTEMIC SCHOOL INTERVEN-
TIONS.
‘‘(a) PROGRAM AUTHORIZED.—The 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 edu-
cational settings; and
‘‘(2) providing increased behavioral supports and research-
based, systemic interventions in schools.
‘‘(b) AUTHORIZED ACTIVITIES.—In 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 serv-
ices personnel, behavioral specialists, and other school staff
in positive behavioral interventions and supports, behav-
ioral 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, pro-
grams, 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 per-
sonnel, 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
H. R. 1350—141
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 coordi-
nated service delivery among schools, juvenile courts, child
welfare agencies, community mental health providers, pri-
mary 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 ENTITY.—In 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 dem-
onstrated 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) APPLICATIONS.—Any 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 Sec-
retary 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.—Each eligible entity receiving
a grant under this section shall prepare and submit annually to
the Secretary a report on the outcomes of the activities assisted
under the grant.
‘‘SEC. 667. AUTHORIZATION OF APPROPRIATIONS.
‘‘(a) IN GENERAL.—There are authorized to be appropriated
to carry out this subpart (other than section 662) such sums as
may be necessary for each of the fiscal years 2005 through 2010.
‘‘(b) RESERVATION.—From amounts appropriated under sub-
section (a) for fiscal year 2005, the Secretary shall reserve
$1,000,000 to carry out the study authorized in section 664(c).
From amounts appropriated under subsection (a) for a succeeding
fiscal year, the Secretary may reserve an additional amount to
H. R. 1350—142
carry out such study if the Secretary determines the additional
amount is necessary.
‘‘Subpart 3—Supports To Improve Results for
Children With Disabilities
‘‘SEC. 670. PURPOSES.
‘‘The purposes of this subpart are to ensure that—
‘‘(1) children with disabilities and their parents receive
training and information designed to assist the children in
meeting developmental and functional goals and challenging
academic achievement goals, and in preparing to lead produc-
tive independent adult lives;
‘‘(2) children with disabilities and their parents receive
training and information on their rights, responsibilities, and
protections under this title, in order to develop the skills nec-
essary to cooperatively and effectively participate in planning
and decision making relating to early intervention, educational,
and transitional services;
‘‘(3) parents, teachers, administrators, early intervention
personnel, related services personnel, and transition personnel
receive coordinated and accessible technical assistance and
information to assist such personnel in improving early inter-
vention, educational, and transitional services and results for
children with disabilities and their families; and
‘‘(4) appropriate technology and media are researched,
developed, and demonstrated, to improve and implement early
intervention, educational, and transitional services and results
for children with disabilities and their families.
‘‘SEC. 671. PARENT TRAINING AND INFORMATION CENTERS.
‘‘(a) PROGRAM AUTHORIZED.—
‘‘(1) IN
GENERAL.—The Secretary may award grants to,
and enter into contracts and cooperative agreements with,
parent organizations to support parent training and information
centers to carry out activities under this section.
‘‘(2) DEFINITION OF PARENT ORGANIZATION.—In this section,
the term ‘parent organization’ means a private nonprofit
organization (other than an institution of higher education)
that—
‘‘(A) has a board of directors—
‘‘(i) the majority of whom are parents of children
with disabilities ages birth through 26;
‘‘(ii) that includes—
‘‘(I) individuals working in the fields of special
education, related services, and early intervention;
and
‘‘(II) individuals with disabilities; and
‘‘(iii) the parent and professional members of which
are broadly representative of the population to be
served, including low-income parents and parents of
limited English proficient children; and
‘‘(B) has as its mission serving families of children
with disabilities who—
‘‘(i) are ages birth through 26; and
‘‘(ii) have the full range of disabilities described
in section 602(3).
H. R. 1350—143
‘‘(b) REQUIRED ACTIVITIES.—Each parent training and informa-
tion center that receives assistance under this section shall—
‘‘(1) provide training and information that meets the needs
of parents of children with disabilities living in the area served
by the center, particularly underserved parents and parents
of children who may be inappropriately identified, to enable
their children with disabilities to—
‘‘(A) meet developmental and functional goals, and
challenging academic achievement goals that have been
established for all children; and
‘‘(B) be prepared to lead productive independent adult
lives, to the maximum extent possible;
‘‘(2) serve the parents of infants, toddlers, and children
with the full range of disabilities described in section 602(3);
‘‘(3) ensure that the training and information provided
meets the needs of low-income parents and parents of limited
English proficient children;
‘‘(4) assist parents to—
‘‘(A) better understand the nature of their children’s
disabilities and their educational, developmental, and
transitional needs;
‘‘(B) communicate effectively and work collaboratively
with personnel responsible for providing special education,
early intervention services, transition services, and related
services;
‘‘(C) participate in decisionmaking processes and the
development of individualized education programs under
part B and individualized family service plans under part
C;
‘‘(D) obtain appropriate information about the range,
type, and quality of—
‘‘(i) options, programs, services, technologies, prac-
tices and interventions based on scientifically based
research, to the extent practicable; and
‘‘(ii) resources available to assist children with
disabilities and their families in school and at home;
‘‘(E) understand the provisions of this title for the
education of, and the provision of early intervention serv-
ices to, children with disabilities;
‘‘(F) participate in activities at the school level that
benefit their children; and
‘‘(G) participate in school reform activities;
‘‘(5) in States where the State elects to contract with the
parent training and information center, contract with State
educational agencies to provide, consistent with subparagraphs
(B) and (D) of section 615(e)(2), individuals who meet with
parents to explain the mediation process to the parents;
‘‘(6) assist parents in resolving disputes in the most expedi-
tious and effective way possible, including encouraging the
use, and explaining the benefits, of alternative methods of
dispute resolution, such as the mediation process described
in section 615(e);
‘‘(7) assist parents and students with disabilities to under-
stand their rights and responsibilities under this title, including
those under section 615(m) upon the student’s reaching the
age of majority (as appropriate under State law);
H. R. 1350—144
‘‘(8) assist parents to understand the availability of, and
how to effectively use, procedural safeguards under this title,
including the resolution session described in section 615(e);
‘‘(9) assist parents in understanding, preparing for, and
participating in, the process described in section 615(f)(1)(B);
‘‘(10) establish cooperative partnerships with community
parent resource centers funded under section 672;
‘‘(11) network with appropriate clearinghouses, including
organizations conducting national dissemination activities
under section 663 and the Institute of Education Sciences,
and with other national, State, and local organizations and
agencies, such as protection and advocacy agencies, that serve
parents and families of children with the full range of disabil-
ities described in section 602(3); and
‘‘(12) annually report to the Secretary on—
‘‘(A) the number and demographics of parents to whom
the center provided information and training in the most
recently concluded fiscal year;
‘‘(B) the effectiveness of strategies used to reach and
serve parents, including underserved parents of children
with disabilities; and
‘‘(C) the number of parents served who have resolved
disputes through alternative methods of dispute resolution.
‘‘(c) OPTIONAL ACTIVITIES.—A parent training and information
center that receives assistance under this section may provide
information to teachers and other professionals to assist the
teachers and professionals in improving results for children with
disabilities.
‘‘(d) APPLICATION REQUIREMENTS.—Each application for assist-
ance under this section shall identify with specificity the special
efforts that the parent organization will undertake—
‘‘(1) to ensure that the needs for training and information
of underserved parents of children with disabilities in the area
to be served are effectively met; and
‘‘(2) to work with community based organizations, including
community based organizations that work with low-income par-
ents and parents of limited English proficient children.
‘‘(e) DISTRIBUTION OF FUNDS.—
‘‘(1) IN GENERAL.—The Secretary shall—
‘‘(A) make not less than 1 award to a parent organiza-
tion in each State for a parent training and information
center that is designated as the statewide parent training
and information center; or
‘‘(B) in the case of a large State, make awards to
multiple parent training and information centers, but only
if the centers demonstrate that coordinated services and
supports will occur among the multiple centers.
‘‘(2) SELECTION REQUIREMENT.—The Secretary shall select
among applications submitted by parent organizations in a
State in a manner that ensures the most effective assistance
to parents, including parents in urban and rural areas, in
the State.
‘‘(f) QUARTERLY REVIEW.—
‘‘(1) MEETINGS.—The board of directors of each parent
organization that receives an award under this section shall
meet not less than once in each calendar quarter to review
the activities for which the award was made.
H. R. 1350—145
‘‘(2) CONTINUATION AWARD.—When a parent organization
requests a continuation award under this section, the board
of directors shall submit to the Secretary a written review
of the parent training and information program conducted by
the parent organization during the preceding fiscal year.
‘‘SEC. 672. COMMUNITY PARENT RESOURCE CENTERS.
‘‘(a) PROGRAM AUTHORIZED.—
‘‘(1) IN
GENERAL.—The Secretary may award grants to,
and enter into contracts and cooperative agreements with, local
parent organizations to support community parent resource
centers that will help ensure that underserved parents of chil-
dren with disabilities, including low income parents, parents
of limited English proficient children, and parents with disabil-
ities, have the training and information the parents need to
enable the parents to participate effectively in helping their
children with disabilities—
‘‘(A) to meet developmental and functional goals, and
challenging academic achievement goals that have been
established for all children; and
‘‘(B) to be prepared to lead productive independent
adult lives, to the maximum extent possible.
‘‘(2) DEFINITION OF LOCAL PARENT ORGANIZATION.—In this
section, the term ‘local parent organization’ means a parent
organization, as defined in section 671(a)(2), that—
‘‘(A) has a board of directors the majority of whom
are parents of children with disabilities ages birth through
26 from the community to be served; and
‘‘(B) has as its mission serving parents of children
with disabilities who—
‘‘(i) are ages birth through 26; and
‘‘(ii) have the full range of disabilities described
in section 602(3).
‘‘(b) REQUIRED ACTIVITIES.—Each community parent resource
center assisted under this section shall—
‘‘(1) provide training and information that meets the
training and information needs of parents of children with
disabilities proposed to be served by the grant, contract, or
cooperative agreement;
‘‘(2) carry out the activities required of parent training
and information centers under paragraphs (2) through (9) of
section 671(b);
‘‘(3) establish cooperative partnerships with the parent
training and information centers funded under section 671;
and
‘‘(4) be designed to meet the specific needs of families
who experience significant isolation from available sources of
information and support.
‘‘SEC. 673. TECHNICAL ASSISTANCE FOR PARENT TRAINING AND
INFORMATION CENTERS.
‘‘(a) PROGRAM AUTHORIZED.—
‘‘(1) IN GENERAL.—The Secretary may, directly or through
awards to eligible entities, provide technical assistance for
developing, assisting, and coordinating parent training and
information programs carried out by parent training and
information centers receiving assistance under section 671 and
H. R. 1350—146
community parent resource centers receiving assistance under
section 672.
‘‘(2) DEFINITION OF ELIGIBLE ENTITY.—In this section, the
term ‘eligible entity’ has the meaning given the term in section
661(b).
‘‘(b) AUTHORIZED ACTIVITIES.—The Secretary may provide tech-
nical assistance to a parent training and information center or
a community parent resource center under this section in areas
such as—
‘‘(1) effective coordination of parent training efforts;
‘‘(2) dissemination of scientifically based research and
information;
‘‘(3) promotion of the use of technology, including assistive
technology devices and assistive technology services;
‘‘(4) reaching underserved populations, including parents
of low-income and limited English proficient children with
disabilities;
‘‘(5) including children with disabilities in general education
programs;
‘‘(6) facilitation of transitions from—
‘‘(A) early intervention services to preschool;
‘‘(B) preschool to elementary school;
‘‘(C) elementary school to secondary school; and
‘‘(D) secondary school to postsecondary environments;
and
‘‘(7) promotion of alternative methods of dispute resolution,
including mediation.
‘‘(c) COLLABORATION WITH
THE RESOURCE CENTERS.—Each
eligible entity receiving an award under subsection (a) shall develop
collaborative agreements with the geographically appropriate
regional resource center and, as appropriate, the regional edu-
cational laboratory supported under section 174 of the Education
Sciences Reform Act of 2002, to further parent and professional
collaboration.
‘‘SEC. 674. TECHNOLOGY DEVELOPMENT, DEMONSTRATION, AND UTILI-
ZATION; MEDIA SERVICES; AND INSTRUCTIONAL MATE-
RIALS.
‘‘(a) PROGRAM AUTHORIZED.—
‘‘(1) IN GENERAL.—The Secretary, on a competitive basis,
shall award grants to, and enter into contracts and cooperative
agreements with, eligible entities to support activities described
in subsections (b) and (c).
‘‘(2) DEFINITION OF ELIGIBLE ENTITY.—In this section, the
term ‘eligible entity’ has the meaning given the term in section
661(b).
‘‘(b) TECHNOLOGY DEVELOPMENT, DEMONSTRATION, AND USE.—
‘‘(1) IN GENERAL.—In carrying out this section, the Sec-
retary shall support activities to promote the development,
demonstration, and use of technology.
‘‘(2) AUTHORIZED ACTIVITIES.—The following activities may
be carried out under this subsection:
‘‘(A) Conducting research on and promoting the dem-
onstration and use of innovative, emerging, and universally
designed technologies for children with disabilities, by
improving the transfer of technology from research and
development to practice.