248
HR 1350 RFS 
and Secondary Education Act of 1965, the Re-
habilitation Act of 1973, and the Higher Edu-
cation Act of 1965, as appropriate; and 
‘‘(B) is designed to enable the State to 
meet the requirements of section 612(a)(15) of 
this Act. 
‘‘(b) ELEMENTS OF STATE PLAN.—Each State plan 
shall—
‘‘(1) describe a partnership agreement that—
‘‘(A) specifies—
‘‘(i) the nature and extent of the part-
nership among the State educational agen-
cy, local educational agencies, and other 
State agencies involved in, or concerned 
with, the education of children with disabil-
ities, and the respective roles of each mem-
ber of the partnership; and 
‘‘(ii) how such agencies will work in 
partnership with other persons and organi-
zations involved in, and concerned with, 
the education of children with disabilities, 
including the respective roles of each of 
these persons and organizations; and 
‘‘(B) is in effect for the period of the 
grant;
249
HR 1350 RFS 
‘‘(2) describe how grant funds, including part B 
funds retained for use at the State level under sec-
tions 611(e) and 619(d), and other Federal funds 
will be used to support activities conducted under 
this subpart; 
‘‘(3) describe the strategies the State will use to 
implement the plan to improve results for children 
with disabilities, including—
‘‘(A) how the State will align its profes-
sional development plan with the plans sub-
mitted by the State under sections 1111 and 
2112 of the Elementary and Secondary Edu-
cation Act of 1965; 
‘‘(B) how the State will provide technical 
assistance to local educational agencies and 
schools to improve the quality of professional 
development available to meet the needs of per-
sonnel that serve children with disabilities; and 
‘‘(C) how the State will assess, on a reg-
ular basis, the extent to which the strategies 
implemented under this subpart have been ef-
fective in meeting the achievement goals and in-
dicators in section 612(a)(16);
250
HR 1350 RFS 
‘‘(4) describe, as appropriate, how the strate-
gies described in paragraph (3) will be coordinated 
with public and private sector resources; and 
‘‘(5) include an assurance that the State will 
use funds received under this subpart to carry out 
each of the activities specified in the plan. 
‘‘(c) COMPETITIVE AWARDS.—
‘‘(1) IN GENERAL.—The Secretary shall make 
grants under this subpart on a competitive basis. 
‘‘(2) PRIORITY.—The Secretary may give pri-
ority to applications—
‘‘(A) on the basis of need; and 
‘‘(B) that provide for the establishment of 
professional development programs regarding 
methods of early and appropriate identification 
of children with disabilities. 
‘‘(d) PEER REVIEW.—
‘‘(1) IN GENERAL.—The Secretary shall evalu-
ate applications under this subpart using a panel of 
experts who are qualified by virtue of their training, 
expertise, or experience. 
‘‘(2) COMPOSITION OF PANEL.—A majority of a 
panel described in paragraph (1) shall be composed 
of individuals who are not employees of the Federal 
Government.
251
HR 1350 RFS 
‘‘(3) PAYMENT
OF
FEES
AND
EXPENSES
OF 
CERTAIN MEMBERS.—The Secretary may use avail-
able funds appropriated to carry out this subpart to 
pay the expenses and fees of panel members who are 
not employees of the Federal Government. 
‘‘(e) REPORTING PROCEDURES.—Each State edu-
cational agency that receives a grant under this subpart 
shall submit annual performance reports to the Secretary. 
The reports shall—
‘‘(1) describe the progress of the State in imple-
menting its plan; 
‘‘(2) analyze the effectiveness of the State’s ac-
tivities under this subpart and of the State’s strate-
gies for meeting its goals under section 612(a)(16); 
and 
‘‘(3) identify any changes in such strategies 
needed to improve its performance. 
‘‘SEC. 655. USE OF FUNDS. 
‘‘(a) IN GENERAL.—
‘‘(1) ACTIVITIES.—A State educational agency 
that receives a grant under this subpart shall use 
the grant funds, subject to subsection (b), for the 
following: 
‘‘(A) PROFESSIONAL DEVELOPMENT.—
252
HR 1350 RFS 
‘‘(i) Carrying out programs that sup-
port the professional development of early 
intervention personnel, related services per-
sonnel, and both special education and reg-
ular education teachers of children with 
disabilities, such as programs that—
‘‘(I) provide teacher mentoring, 
team teaching, reduced class sched-
ules, and intensive professional devel-
opment; 
‘‘(II) use standards or assess-
ments for guiding beginning teachers 
that are consistent with challenging 
State student academic achievement 
standards and with the definition of 
professional development in section 
9101 of the Elementary and Sec-
ondary Education Act of 1965; 
‘‘(III) promote collaborative and 
consultive models of providing special 
education ad related services; and 
‘‘(IV) increase understanding as 
to the most appropriate placements 
and services for all students to reduce 
significant 
racial 
and 
ethnic
253
HR 1350 RFS 
disproportionality in eligibility, place-
ment, and disciplinary actions. 
‘‘(ii) Encouraging and supporting the 
training of special education and regular 
education teachers and administrators to 
effectively integrate technology into cur-
ricula and instruction, including training 
to improve the ability to collect, manage, 
and analyze data to improve teaching, deci-
sionmaking, school improvement efforts, 
and accountability. 
‘‘(iii) Providing professional develop-
ment activities that improve the knowledge 
of special education and regular education 
teachers concerning—
‘‘(I) the academic and develop-
mental needs of students with disabil-
ities; and 
‘‘(II) effective instructional strat-
egies, methods, and skills, use of chal-
lenging State academic content stand-
ards and student academic achieve-
ment standards, and use of State as-
sessments, to improve teaching prac-
254
HR 1350 RFS 
tices and student academic achieve-
ment. 
‘‘(iv) Providing professional develop-
ment activities that—
‘‘(I) improve the knowledge of 
special education and regular edu-
cation teachers and principals and, in 
appropriate cases, related services 
personnel and paraprofessionals, con-
cerning effective instructional prac-
tices; 
‘‘(II) provide training in how to 
teach and address the needs of stu-
dents with different learning styles; 
‘‘(III) 
involve 
collaborative 
groups of teachers and administra-
tors; 
‘‘(IV) provide training in meth-
ods of—
‘‘(aa) positive behavior inter-
ventions and supports to improve 
student behavior in the class-
room;
255
HR 1350 RFS 
‘‘(bb) 
scientifically 
based 
reading 
instruction, 
including 
early literacy instruction; and 
‘‘(cc) early and appropriate 
interventions to identify and help 
students with disabilities; 
‘‘(V) provide training to enable 
special education and regular edu-
cation teachers, related services per-
sonnel, and principals to involve par-
ents in their child’s education, espe-
cially parents of low-income and lim-
ited English proficient children with 
disabilities; or 
‘‘(VI) train administrators and 
other relevant school personnel in con-
ducting facilitated individualized edu-
cation program meetings. 
‘‘(v) Developing and implementing ini-
tiatives to promote retention of highly 
qualified special education teachers, includ-
ing programs that provide—
‘‘(I) teacher mentoring from ex-
emplary special education teachers, 
principals, or superintendents;
256
HR 1350 RFS 
‘‘(II) induction and support for 
special education teachers during their 
first 3 years of employment as teach-
ers; or 
‘‘(III) incentives, including finan-
cial incentives, to retain special edu-
cation teachers who have a record of 
success in helping students with dis-
abilities 
improve 
their 
academic 
achievement. 
‘‘(vi) Carrying out programs and ac-
tivities that are designed to improve the 
quality of the teacher force that serves 
children with disabilities, such as—
‘‘(I) innovative professional devel-
opment programs (which may be pro-
vided through partnerships including 
institutions of higher education), in-
cluding programs that train teachers 
and principals to integrate technology 
into curricula and instruction to im-
prove teaching, learning, and tech-
nology literacy, are consistent with the 
requirements of section 9101 of the 
Elementary and Secondary Education
257
HR 1350 RFS 
Act of 1965, and are coordinated with 
activities carried out under this part; 
and 
‘‘(II) development and use of 
proven, cost-effective strategies for the 
implementation of professional devel-
opment activities, such as through the 
use of technology and distance learn-
ing. 
‘‘(B) STATE ACTIVITIES.—
‘‘(i) Reforming special education and 
regular education teacher certification (in-
cluding recertification) or licensing require-
ments to ensure that—
‘‘(I) special education and reg-
ular education teachers have the 
training and information necessary, 
including an understanding of the lat-
est scientifically valid education re-
search and its applicability, to address 
the wide variety of needs of children 
with disabilities across disability cat-
egories; 
‘‘(II) special education and reg-
ular education teachers have the nec-
258
HR 1350 RFS 
essary subject matter knowledge and 
teaching skills in the academic sub-
jects that the teachers teach; 
‘‘(III) special education and reg-
ular education teacher certification 
(including recertification) or licensing 
requirements are aligned with chal-
lenging State academic content stand-
ards; and 
‘‘(IV) special education and reg-
ular education teachers have the sub-
ject matter knowledge and teaching 
skills, including technology literacy, 
necessary to help students meet chal-
lenging 
State 
student 
academic 
achievement standards. 
‘‘(ii) Carrying out programs that es-
tablish, expand, or improve alternative 
routes for State certification of special 
education teachers for individuals who 
demonstrate the potential to become highly 
effective special education teachers, such 
as individuals with a baccalaureate or mas-
ter’s degree (including mid-career profes-
sionals from other occupations), para-
259
HR 1350 RFS 
professionals, former military personnel, 
and recent college or university graduates 
with records of academic distinction. 
‘‘(iii) Carrying out teacher advance-
ment initiatives for special education 
teachers that promote professional growth 
and emphasize multiple career paths (such 
as paths to becoming a career teacher, 
mentor teacher, or exemplary teacher) and 
pay differentiation. 
‘‘(iv) Developing and implementing 
mechanisms to assist local educational 
agencies and schools in effectively recruit-
ing and retaining highly qualified special 
education teachers. 
‘‘(v) Reforming tenure systems, imple-
menting teacher testing for subject matter 
knowledge, and implementing teacher test-
ing for State certification or licensing, con-
sistent with title II of the Higher Edu-
cation Act of 1965. 
‘‘(vi) Developing and implementing 
mechanisms to assist schools in effectively 
recruiting and retaining highly qualified 
special education teachers.
260
HR 1350 RFS 
‘‘(vii) Funding projects to promote 
reciprocity of teacher certification or li-
censing between or among States for spe-
cial education teachers, except that no reci-
procity agreement developed under this 
clause or developed using funds provided 
under this subpart may lead to the weak-
ening of any State teaching certification or 
licensing requirement. 
‘‘(viii) Developing or assisting local 
educational agencies to serve children with 
disabilities through the development and 
use of proven, innovative strategies to de-
liver intensive professional development 
programs that are both cost-effective and 
easily accessible, such as strategies that in-
volve delivery through the use of tech-
nology, peer networks, and distance learn-
ing. 
‘‘(ix) Developing, or assisting local 
educational agencies in developing, merit-
based performance systems, and strategies 
that provide differential and bonus pay for 
special education teachers.
263
HR 1350 RFS 
‘‘(1) the amount of funds available for making 
the grants; 
‘‘(2) the relative population of the State or out-
lying area; and 
‘‘(3) the types of activities proposed by the 
State or outlying area, including—
‘‘(A) the alignment of proposed activities 
with paragraphs (14) and (15) of section 
612(a); 
‘‘(B) the alignment of proposed activities 
with the plans submitted under sections 1111 
and 2112 of the Elementary and Secondary 
Education Act of 1965; and 
‘‘(C) the use, as appropriate, of scientif-
ically based research. 
‘‘SEC. 657. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this subpart $44,000,000 for fiscal year 2004 and such 
sums as may be necessary for each of the fiscal years 2005 
through 2009.
264
HR 1350 RFS 
‘‘Subpart 2—Scientifically Based Research; Technical 
Assistance; Model Demonstration Projects; Dis-
semination of Information; and Personnel Prep-
aration Programs 
‘‘SEC. 661. PURPOSE. 
‘‘The purpose of this subpart is to provide Federal 
funding for scientifically based research, technical assist-
ance, model demonstration projects, information dissemi-
nation, and personnel preparation programs to improve 
early intervention, educational, and transitional results for 
children with disabilities. 
‘‘SEC. 662. ADMINISTRATIVE PROVISIONS. 
‘‘(a) COMPREHENSIVE PLAN.—
‘‘(1) IN GENERAL.—The Secretary shall develop 
and implement a comprehensive plan for activities 
carried out under this subpart (other than section 
663) in order to enhance the provision of edu-
cational, related, transitional, and early intervention 
services to children with disabilities under parts B 
and C. The plan shall include mechanisms to ad-
dress educational, related services, transitional, and 
early intervention needs identified by State edu-
cational agencies in applications submitted under 
subpart 1.
265
HR 1350 RFS 
‘‘(2) PUBLIC COMMENT.—The Secretary shall 
provide a public comment period of at least 30 days 
on the plan. 
‘‘(3) DISTRIBUTION
OF
FUNDS.—In imple-
menting the plan, the Secretary shall, to the extent 
appropriate, ensure that funds are awarded to re-
cipients under this subpart to carry out activities 
that benefit, directly or indirectly, children with dis-
abilities of all ages. 
‘‘(4) REPORTS TO CONGRESS.—The Secretary 
shall annually report to the Congress on the Sec-
retary’s activities under this subsection, including an 
initial report not later than the date that is 12 
months after the date of the enactment of Improving 
Education Results for Children With Disabilities Act 
of 2003. 
‘‘(b) ELIGIBLE APPLICANTS.—
‘‘(1) IN GENERAL.—Except as otherwise pro-
vided in this subpart, the following entities are eligi-
ble to apply for a grant, contract, or cooperative 
agreement under this subpart: 
‘‘(A) A State educational agency. 
‘‘(B) A local educational agency. 
‘‘(C) A public charter school that is a local 
educational agency under State law.
266
HR 1350 RFS 
‘‘(D) An institution of higher education. 
‘‘(E) Any other public agency. 
‘‘(F) A private nonprofit organization. 
‘‘(G) An outlying area. 
‘‘(H) An Indian tribe or a tribal organiza-
tion (as defined under section 4 of the Indian 
Self-Determination and Education Assistance 
Act (25 U.S.C. 450b)). 
‘‘(I) A for-profit organization if the Sec-
retary finds it appropriate given the specific 
purpose of the competition. 
‘‘(2) SPECIAL RULE.—The Secretary may limit 
the entities eligible for an award of a grant, con-
tract, or cooperative agreement to one or more cat-
egories of eligible entities described in paragraph 
(1). 
‘‘(c) SPECIAL POPULATIONS.—
‘‘(1) APPLICATION REQUIREMENT.—In making 
an award of a grant, contract, or cooperative agree-
ment under this subpart, the Secretary shall, as ap-
propriate, require an applicant to demonstrate how 
the applicant will address the needs of children with 
disabilities from minority backgrounds. 
‘‘(2) REQUIRED OUTREACH AND TECHNICAL AS-
SISTANCE.—Notwithstanding any other provision of
267
HR 1350 RFS 
this Act, the Secretary shall reserve at least two per-
cent of the total amount of funds appropriated to 
carry out this subpart for either or both of the fol-
lowing activities: 
‘‘(A) Providing outreach and technical as-
sistance to historically black colleges and uni-
versities, and to institutions of higher education 
with minority enrollments of at least 25 per-
cent, to promote the participation of such col-
leges, universities, and institutions in activities 
under this subpart. 
‘‘(B) Enabling historically black colleges 
and universities, and the institutions described 
in subparagraph (A), to assist other colleges, 
universities, institutions, and agencies in im-
proving educational and transitional results for 
children with disabilities, if such grant appli-
cants meet the criteria established by the Sec-
retary under this subpart. 
‘‘(d) PRIORITIES.—The Secretary, in making an 
award of a grant, contract, or cooperative agreement 
under this subpart, may, without regard to the rulemaking 
procedures under section 553 of title 5, United States 
Code, limit competitions to, or otherwise give priority to—
‘‘(1) projects that address one or more—
268
HR 1350 RFS 
‘‘(A) age ranges; 
‘‘(B) disabilities; 
‘‘(C) school grades; 
‘‘(D) types of educational placements or 
early intervention environments; 
‘‘(E) types of services; 
‘‘(F) content areas, such as reading; or 
‘‘(G) effective strategies for helping chil-
dren with disabilities learn appropriate behavior 
in the school and other community-based edu-
cational settings; 
‘‘(2) projects that address the needs of children 
based on the severity or incidence of their disability; 
‘‘(3) projects that address the needs of—
‘‘(A) low-achieving students; 
‘‘(B) underserved populations; 
‘‘(C) children from low-income families; 
‘‘(D) children with limited English pro-
ficiency; 
‘‘(E) unserved and underserved areas; 
‘‘(F) rural or urban areas; 
‘‘(G) children whose behavior interferes 
with their learning and socialization; 
‘‘(H) children with intractable reading dif-
ficulties; and
269
HR 1350 RFS 
‘‘(I) children in public charter schools; 
‘‘(4) projects to reduce inappropriate identifica-
tion of children as children with disabilities, particu-
larly among minority children; and 
‘‘(5) any activity that is expressly authorized in 
this subpart or subpart 3. 
‘‘(e) APPLICANT
AND
RECIPIENT
RESPONSIBIL-
ITIES.—
‘‘(1) DEVELOPMENT
AND
ASSESSMENT
OF 
PROJECTS.—The Secretary shall require that an ap-
plicant for, and a recipient of, a grant, contract, or 
cooperative agreement for a project under this sub-
part—
‘‘(A) involve individuals with disabilities, or 
parents of individuals with disabilities ages 
birth through 26, in planning, implementing, 
and evaluating the project; and 
‘‘(B) where appropriate, determine whether 
the project has any potential for replication and 
adoption by other entities. 
‘‘(2) 
ADDITIONAL
RESPONSIBILITIES.—The 
Secretary may require a recipient of a grant, con-
tract, or cooperative agreement for a project under 
this subpart—
‘‘(A) to share in the cost of the project;
270
HR 1350 RFS 
‘‘(B) to prepare the research and evalua-
tion findings and products from the project in 
formats that are useful for specific audiences, 
including parents, administrators, teachers, 
early intervention personnel, related services 
personnel, and individuals with disabilities; 
‘‘(C) to disseminate such findings and 
products; and 
‘‘(D) to collaborate with other such recipi-
ents in carrying out subparagraphs (B) and 
(C). 
‘‘(f) APPLICATION MANAGEMENT.—
‘‘(1) STANDING PANEL.—
‘‘(A) IN
GENERAL.—The Secretary shall 
establish and use a standing panel of experts 
who are qualified, by virtue of their training, 
expertise, or experience, to evaluate applications 
under this subpart (other than section 663) 
that, individually, request more than $75,000 
per year in Federal financial assistance. 
‘‘(B) MEMBERSHIP.—The standing panel 
shall include, at a minimum—
‘‘(i) individuals who are representa-
tives of institutions of higher education
271
HR 1350 RFS 
that plan, develop, and carry out high-
quality programs of personnel preparation; 
‘‘(ii) individuals who design and carry 
out scientifically-based research targeted to 
the improvement of special education pro-
grams and services; 
‘‘(iii) individuals who have recognized 
experience and knowledge necessary to in-
tegrate and apply scientifically-based re-
search findings to improve educational and 
transitional results for children with dis-
abilities; 
‘‘(iv) individuals who administer pro-
grams at the State or local level in which 
children with disabilities participate; 
‘‘(v) individuals who prepare parents 
of children with disabilities to participate 
in making decisions about the education of 
their children; 
‘‘(vi) individuals who establish policies 
that affect the delivery of services to chil-
dren with disabilities; 
‘‘(vii) individuals who are parents of 
children 
with 
disabilities 
ages 
birth 
through 26 who are benefiting, or have
272
HR 1350 RFS 
benefited, from coordinated research, per-
sonnel preparation, and technical assist-
ance; and 
‘‘(viii) individuals with disabilities. 
‘‘(C) TERM.—No individual shall serve on 
the standing panel for more than 3 consecutive 
years. 
‘‘(2) PEER-REVIEW PANELS FOR PARTICULAR 
COMPETITIONS.—
‘‘(A) COMPOSITION.—The Secretary shall 
ensure that each subpanel selected from the 
standing panel that reviews applications under 
this subpart (other than section 663) in-
cludes—
‘‘(i) individuals with knowledge and 
expertise on the issues addressed by the 
activities authorized by the subpart; and 
‘‘(ii) to the extent practicable, parents 
of children with disabilities ages birth 
through 26, individuals with disabilities, 
and persons from diverse backgrounds. 
‘‘(B) 
FEDERAL
EMPLOYMENT
LIMITA-
TION.—A majority of the individuals on each 
subpanel that reviews an application under this 
subpart (other than section 663) shall be indi-
273
HR 1350 RFS 
viduals who are not employees of the Federal 
Government. 
‘‘(3) USE OF DISCRETIONARY FUNDS FOR AD-
MINISTRATIVE PURPOSES.—
‘‘(A) EXPENSES AND FEES OF NON-FED-
ERAL
PANEL
MEMBERS.—The Secretary may 
use funds available under this subpart to pay 
the expenses and fees of the panel members 
who are not officers or employees of the Fed-
eral Government. 
‘‘(B) 
ADMINISTRATIVE
SUPPORT.—The 
Secretary may use not more than 1 percent of 
the funds appropriated to carry out this sub-
part to pay non-Federal entities for administra-
tive support related to management of applica-
tions submitted under this subpart. 
‘‘(g) PROGRAM EVALUATION.—The Secretary may 
use funds appropriated to carry out this subpart to evalu-
ate activities carried out under the subpart. 
‘‘(h) MINIMUM FUNDING REQUIRED.—
‘‘(1) IN GENERAL.—Subject to paragraph (2), 
the Secretary shall ensure that, for each fiscal year, 
at least the following amounts are provided under 
this subpart to address the following needs:
274
HR 1350 RFS 
‘‘(A) $12,832,000 to address the edu-
cational, related services, transitional, and early 
intervention needs of children with deaf-blind-
ness. 
‘‘(B) $4,000,000 to address the postsec-
ondary, vocational, technical, continuing, and 
adult education needs of individuals with deaf-
ness. 
‘‘(C) $4,000,000 to address the edu-
cational, related services, and transitional needs 
of children with an emotional disturbance and 
those who are at risk of developing an emo-
tional disturbance. 
‘‘(2) 
RATABLE
REDUCTION.—If 
the 
total 
amount appropriated to carry out this subpart for 
any fiscal year is less than $130,000,000, the 
amounts listed in paragraph (1) shall be ratably re-
duced. 
‘‘(i) ELIGIBILITY FOR FINANCIAL ASSISTANCE.—Ef-
fective for fiscal years for which the Secretary may make 
grants under section 619(b), no State or local educational 
agency or educational service agency or other public insti-
tution or agency may receive a grant under this subpart 
which relates exclusively to programs, projects, and activi-
ties pertaining to children aged 3 through 5, inclusive, un-
275
HR 1350 RFS 
less the State is eligible to receive a grant under section 
619(b).
‘‘SEC. 663. RESEARCH TO IMPROVE RESULTS FOR CHIL-
DREN WITH DISABILITIES. 
‘‘(a) NATIONAL CENTER FOR SPECIAL EDUCATION 
RESEARCH.—
‘‘(1) ESTABLISHMENT.—
‘‘(A) IN GENERAL.—There is established, 
in the Institute of Education Sciences estab-
lished under section 111 of the Education 
Sciences Reform Act of 2002 (Public Law 107–
279; 116 Stat. 1944) (hereinafter in this sec-
tion referred to as ‘the Institute’), the National 
Center for Special Education Research. 
‘‘(B) COMMISSIONER.—The National Cen-
ter for Special Education Research shall be 
headed by a Commissioner for Special Edu-
cation Research (hereinafter in this section re-
ferred to as ‘the Commissioner’). The Commis-
sioner shall be appointed by the Director of the 
Institute (hereinafter in this section referred to 
as ‘the Director’) in accordance with section 
117 of the Education Sciences Reform Act of 
2002. The Commissioner shall have substantial 
knowledge of the Center’s activities, including a
276
HR 1350 RFS 
high level of expertise in the fields of research 
and research management. 
‘‘(2) APPLICABILITY
OF
EDUCATION
SCIENCE 
REFORM ACT OF 2002.—Parts A and E of the Edu-
cation Sciences Reform Act of 2002, as well as the 
standards for peer review of applications and for the 
conduct and evaluation of research under sections 
133(a) and 134 of such Act, shall apply to the Sec-
retary, the Director, and the Commissioner in car-
rying out this section. 
‘‘(b) COMPETITIVE GRANTS.—The Director shall 
make competitive grants to, or enter into contracts or co-
operative agreements with, eligible entities to expand the 
fundamental knowledge and understanding of the edu-
cation of infants, toddlers, and children with disabilities 
in order to improve educational results for such individ-
uals, in accordance with the priorities determined under 
this section. 
‘‘(c) AUTHORIZED ACTIVITIES.—Activities that may 
be carried out under this section include research activi-
ties—
‘‘(1) to improve services provided under this 
Act in order to improve academic achievement for 
children with disabilities;
277
HR 1350 RFS 
‘‘(2) to investigate scientifically based edu-
cational practices that support learning and improve 
academic achievement and progress for all students 
with disabilities; 
‘‘(3) to examine the special needs of preschool-
aged children and infants and toddlers with disabil-
ities, including factors that may result in develop-
mental delays; 
‘‘(4) to investigate scientifically based related 
services and interventions that promote participation 
and progress in the general education curriculum; 
‘‘(5) to improve the alignment, compatibility, 
and development of valid and reliable assessment 
methods for assessing adequate yearly progress, as 
described under section 1111(b)(2)(B) of the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(2)(B)); 
‘‘(6) to improve the alignment, compatibility, 
and development of valid and reliable alternate as-
sessment methods for assessing adequate yearly 
progress, 
as 
described 
under 
such 
section 
1111(b)(2)(B); 
‘‘(7) to examine State content standards and al-
ternate assessments for students with a significant 
cognitive impairment in terms of academic achieve-
278
HR 1350 RFS 
ment, individualized instructional need, appropriate 
educational settings, and improved post-school re-
sults; 
‘‘(8) to examine the educational and develop-
mental needs of children with high-incidence and 
low-incidence disabilities; 
‘‘(9) to examine the extent to which overidenti-
fication and underidentification of children with dis-
abilities occurs, and the causes thereof; 
‘‘(10) to improve reading and literacy skills for 
children with disabilities; 
‘‘(11) to examine and improve secondary and 
postsecondary education and transitional needs of 
children with disabilities; 
‘‘(12) to examine methods of early intervention 
for children with disabilities who need significant 
levels of support; 
‘‘(13) to examine universal design concepts in 
the development of assessments, curricula, and in-
structional methods as a method to improve edu-
cational results for children with disabilities; 
‘‘(14) to improve the professional preparation 
for personnel who provide educational and related 
services to children with disabilities, including chil-
279
HR 1350 RFS 
dren with low-incidence disabilities, to increase aca-
demic achievement of children with disabilities; 
‘‘(15) to examine the excess costs of educating 
a child with a disability and expenses associated with 
high-cost special education and related services; and
‘‘(16) to examine the special needs of limited 
English proficient children with disabilities. 
‘‘(d) PLAN.—The National Center for Special Edu-
cation Research shall propose to the Director a research 
plan, with the advice of the Assistant Secretary for Special 
Education and Rehabilitative Services, that—
‘‘(1) is consistent with the priorities and mis-
sion of the Institute of Educational Sciences and the 
mission of the Special Education Research Center 
and includes the activities described in paragraph 
(3); 
‘‘(2) shall be carried out pursuant to subsection 
(c) and, as appropriate, be updated and modified; 
and 
‘‘(3) carries out specific, long-term research ac-
tivities that are consistent with the priorities and 
mission of the Institute of Educational Sciences, and 
are approved by the Director. 
‘‘(e) IMPLEMENTATION.—The National Center for 
Special Education Research shall implement the plan pro-
280
HR 1350 RFS 
posed under subsection (d) to carry out scientifically valid 
research that—
‘‘(1) is consistent with the purposes of this Act; 
‘‘(2) reflects an appropriate balance across all 
age ranges of children with disabilities; 
‘‘(3) provides for research that is objective and 
that uses measurable indicators to assess its 
progress and results; 
‘‘(4) includes both basic research and applied 
research, which shall include research conducted 
through field-initiated studies and which may in-
clude ongoing research initiatives; 
‘‘(5) ensures that the research conducted under 
this section is relevant to special education practice 
and policy; 
‘‘(6) synthesize and disseminate, through the 
National Center for Education Evaluation and Re-
gional Assistance as well as activities authorized 
under this part, the findings and results of edu-
cation research conducted or supported by the Na-
tional Center for Special Education Research; and 
‘‘(7) assist the Director in the preparation of a 
biennial report, as a described in section 119 of the 
Education Sciences Reform Act of 2003.
281
HR 1350 RFS 
‘‘(f) APPLICATIONS.—An eligible entity that wishes 
to receive a grant, or enter into a contract or cooperative 
agreement, under this section shall submit an application 
to the Commissioner at such time, in such manner, and 
containing such information as the Commissioner may 
reasonably require. 
‘‘SEC. 
664. 
TECHNICAL 
ASSISTANCE, 
DEMONSTRATION 
PROJECTS, DISSEMINATION OF INFORMA-
TION, AND IMPLEMENTATION OF SCIENTIF-
ICALLY BASED RESEARCH. 
‘‘(a) IN GENERAL.—The Secretary shall make com-
petitive grants to, or enter into contracts or cooperative 
agreements with, eligible entities including regional re-
source centers and clearinghouses to provide technical as-
sistance, support model demonstration projects, dissemi-
nate useful information, and implement activities that are 
supported by scientifically based research. 
‘‘(b) REQUIRED ACTIVITIES.—Funds received under 
this section shall be used to support activities to improve 
services provided under this Act, including the practices 
of professionals and others involved in providing such serv-
ices to children with disabilities, that promote academic 
achievement and improve results for children with disabil-
ities through—
282
HR 1350 RFS 
‘‘(1) implementing effective strategies for ad-
dressing inappropriate behavior of students with dis-
abilities 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 serv-
ices; 
‘‘(2) improving the alignment, compatibility, 
and development of valid and reliable assessments 
and alternate assessments for assessing adequate 
yearly 
progress, 
as 
described 
under 
section 
1111(b)(2)(B) of the Elementary and Secondary 
Education Act of 1965; 
‘‘(3) providing training for both regular edu-
cation teachers and special education teachers to ad-
dress the needs of students with different learning 
styles; 
‘‘(4) identifying innovative, effective, and effi-
cient 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
283
HR 1350 RFS 
‘‘(B) improve educational and transitional 
results at all levels of the educational system in 
which the activities are carried out and, in par-
ticular, that improve the progress of children 
with disabilities, as measured by assessments 
within the general education curriculum in-
volved; and 
‘‘(5) demonstrating and applying scientifically 
based findings to facilitate systemic changes, related 
to the provision of services to children with disabil-
ities, in policy, procedure, practice, and the training 
and use of personnel. 
‘‘(c) AUTHORIZED ACTIVITIES.—Activities that may 
be carried out under this section include activities to im-
prove services provided under this Act, including the prac-
tices of professionals and others involved in providing such 
services to children with disabilities, that promote aca-
demic achievement and improve results for children with 
disabilities through—
‘‘(1) applying and testing research findings in 
typical service settings to determine the usefulness, 
effectiveness, and general applicability of such re-
search findings in such areas as improving instruc-
tional methods, curricula, and tools, such as text-
books and media;
284
HR 1350 RFS 
‘‘(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 com-
patibility 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 in-
formation, relating to successful approaches to over-
coming systemic barriers to the effective and effi-
cient delivery of early intervention, educational, and 
transitional services to personnel who provide serv-
ices to children with disabilities; 
‘‘(6) assisting States and local educational 
agencies with the process of planning systemic 
changes that will promote improved early interven-
tion, educational, and transitional results for chil-
dren with disabilities;
285
HR 1350 RFS 
‘‘(7) promoting change through a multistate or 
regional framework that benefits States, local edu-
cational agencies, and other participants in partner-
ships 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 the provision of 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 dis-
abilities and their families; 
‘‘(C) addressing the postsecondary edu-
cation needs of individuals who are deaf or 
hard-of-hearing; and 
‘‘(D) to schools and personnel providing 
special education and related services for chil-
dren with autism spectrum disorders; 
‘‘(9) demonstrating models of personnel prepa-
ration to ensure appropriate placements and services 
for all students and reduce disproportionality in eli-
gibility, placement, and disciplinary actions for mi-
nority and limited English proficient children; and
286
HR 1350 RFS 
‘‘(10) disseminating information on how to re-
duce racial and ethnic disproportionalities identified 
under section 618. 
‘‘(d) BALANCE
AMONG
ACTIVITIES
AND
AGE 
RANGES.—In carrying out this section, the Secretary shall 
ensure that there is an appropriate balance across all age 
ranges of children with disabilities. 
‘‘(e) LINKING STATES TO INFORMATION SOURCES.—
In carrying out this section, the Secretary shall support 
projects that link States to technical assistance resources, 
including special education and general education re-
sources, and shall make research and related products 
available through libraries, electronic networks, parent 
training projects, and other information sources, including 
through the activities of the National Center for Evalua-
tion and Regional Assistance established under the Edu-
cation Sciences Reform Act. 
‘‘(f) APPLICATIONS.—
‘‘(1) IN
GENERAL.—An eligible entity that 
wishes to receive a grant, or enter into a contract or 
cooperative agreement, under this section shall sub-
mit an application to the Secretary at such time, in 
such manner, and containing such information as 
the Secretary may require.
287
HR 1350 RFS 
‘‘(2) STANDARDS.—To the maximum extent 
feasible, each applicant shall demonstrate that the 
project described in its application is supported by 
scientifically valid research that has been carried out 
in accordance with the standards for the conduct 
and evaluation of all relevant research and develop-
ment established by the National Center for Edu-
cation Research. 
‘‘(3) PRIORITY.—As appropriate, the Secretary 
shall give priority to applications that propose to 
serve teachers and school personnel directly in the 
school environment. 
‘‘SEC. 665. PERSONNEL PREPARATION PROGRAMS TO IM-
PROVE SERVICES AND RESULTS FOR CHIL-
DREN WITH DISABILITIES. 
‘‘(a) IN GENERAL.—The Secretary shall, on a com-
petitive basis, make grants to, or enter into contracts or 
cooperative agreements with, eligible entities—
‘‘(1) to help address State-identified needs for 
qualified personnel in special education, related serv-
ices, early intervention, and regular education, to 
work with children with disabilities; 
‘‘(2) to ensure that those personnel have the 
necessary skills and knowledge, derived from prac-
tices that have been determined, through scientif-
288
HR 1350 RFS 
ically valid research, to be successful in serving those 
children; 
‘‘(3) to encourage increased focus on academics 
and core content areas in special education per-
sonnel preparation programs; 
‘‘(4) to ensure that regular education teachers 
have the necessary skills and knowledge to provide 
instruction to students with disabilities in the reg-
ular education classroom;
‘‘(5) to provide high-quality professional devel-
opment 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 be-
tween special education and general education 
teachers; 
‘‘(E) assessment and accountability; 
‘‘(F) ensuring effective learning environ-
ments; and 
‘‘(G) fostering positive relationships with 
parents; and
289
HR 1350 RFS 
‘‘(6) to ensure that all special education teach-
ers teaching in core academic subjects are highly 
qualified. 
‘‘(b) PERSONNEL PREPARATION; AUTHORIZED AC-
TIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this sec-
tion, the Secretary shall support activities, including 
activities for high-incidence and low-incidence dis-
abilities, consistent with the objectives described in 
subsection (a). 
‘‘(2) AUTHORIZED ACTIVITIES.—Activities that 
may be carried out under this subsection include the 
following: 
‘‘(A) Promoting activities undertaken by 
institutions of higher education, local edu-
cational agencies, and other local entities—
‘‘(i) to improve and reform their exist-
ing programs, and to support effective ex-
isting programs, to prepare teachers and 
related services personnel—
‘‘(I) to meet the diverse needs of 
children with disabilities for early 
intervention, educational, and transi-
tional services, including to train 
school safety personnel and first re-
290
HR 1350 RFS 
sponders who work at qualified edu-
cational facilities; and 
‘‘(II) to work collaboratively in 
regular classroom settings; and 
‘‘(ii) to incorporate best practices and 
scientifically based research about pre-
paring personnel—
‘‘(I) so they will have the knowl-
edge and skills to improve educational 
results for children with disabilities; 
and 
‘‘(II) so they can implement ef-
fective teaching strategies and inter-
ventions to ensure appropriate identi-
fication, 
and 
to 
prevent 
the 
misidentification or overidentification, 
of children as having a disability, es-
pecially minority and limited English 
proficient children. 
‘‘(B) Developing, evaluating, and dissemi-
nating innovative models for the recruitment, 
induction, retention, and assessment of highly 
qualified teachers to reduce shortages in per-
sonnel.
291
HR 1350 RFS 
‘‘(C) Developing and improving programs 
for paraprofessionals to assist in the provision 
of special education, related services, and early 
intervention services, including interdisciplinary 
training to enable them to improve early inter-
vention, educational, and transitional results for 
children with disabilities. 
‘‘(D) Demonstrating models for the prepa-
ration of, and interdisciplinary training of, early 
intervention, special education, and general edu-
cation personnel, to enable the personnel to ac-
quire the collaboration skills necessary to work 
within teams to improve results for children 
with disabilities, particularly within the general 
education curriculum. 
‘‘(E) Promoting the transferability, across 
State and local jurisdictions, of licensure and 
certification of teachers and administrators 
working with such children. 
‘‘(F) Developing and disseminating models 
that prepare teachers with strategies, including 
behavioral interventions, for addressing the con-
duct of children with disabilities that impedes 
their learning and that of others in the class-
room.
292
HR 1350 RFS 
‘‘(G) Developing and improving programs 
to enhance the ability of general education 
teachers, principals, school administrators, and 
school board members to improve results for 
children with disabilities. 
‘‘(H) Supporting institutions of higher 
education with minority enrollments of at least 
25 percent for the purpose of preparing per-
sonnel to work with children with disabilities. 
‘‘(I) Developing and improving programs 
to train special education teachers with an ex-
pertise in autism spectrum disorders, including 
to train school safety personnel and first re-
sponders who work at qualified educational fa-
cilities. 
‘‘(c) LOW-INCIDENCE DISABILITIES; AUTHORIZED 
ACTIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this sec-
tion, the Secretary shall support activities, consistent 
with the objectives described in subsection (a), that 
benefit children with low-incidence disabilities. 
‘‘(2) AUTHORIZED ACTIVITIES.—Activities that 
may be carried out under this subsection include ac-
tivities such as the following: 
‘‘(A) Preparing persons who—
293
HR 1350 RFS 
‘‘(i) have prior training in educational 
and other related service fields; and 
‘‘(ii) are studying to obtain degrees, 
certificates, or licensure that will enable 
them to assist children with low-incidence 
disabilities to achieve the objectives set out 
in their individualized education programs 
described in section 614(d), or to assist in-
fants and toddlers with low incidence dis-
abilities to achieve the outcomes described 
in their individualized family service plans 
described in section 636. 
‘‘(B) Providing personnel from various dis-
ciplines 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 to enhance 
learning by children with low-incidence disabil-
ities through early intervention, educational, 
and transitional services. 
‘‘(D) Preparing personnel who provide 
services to visually impaired or blind children to
294
HR 1350 RFS 
teach and use Braille in the provision of serv-
ices to such children. 
‘‘(E) Preparing personnel who provide 
services to deaf and hard-of-hearing children by 
providing direct language and communication 
access to the general education curriculum 
through spoken or signed languages, or other 
modes of communication. 
‘‘(F) 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. 
‘‘(G) Preparing personnel who provide 
services to children with low-incidence disabil-
ities with limited English proficiency. 
‘‘(3) DEFINITION.—As used in this section, the 
term ‘low-incidence disability’ means—
‘‘(A) a visual or hearing impairment, or si-
multaneous visual and hearing impairments; 
‘‘(B) a significant cognitive impairment; or 
‘‘(C) any impairment for which a small 
number of personnel with highly specialized
295
HR 1350 RFS 
skills and knowledge are needed in order for 
children with that impairment to receive early 
intervention services or a free appropriate pub-
lic education. 
‘‘(4) SELECTION OF RECIPIENTS.—In selecting 
recipients under this subsection, the Secretary may 
give preference to applications that propose to pre-
pare personnel in more than one low-incidence dis-
ability, such as deafness and blindness. 
‘‘(5) PREPARATION IN USE OF BRAILLE.—The 
Secretary shall ensure that all recipients of assist-
ance under this subsection who will use that assist-
ance to prepare personnel to provide services to vis-
ually impaired or blind children that can appro-
priately be provided in Braille will prepare those in-
dividuals to provide those services in Braille. 
‘‘(d) LEADERSHIP PREPARATION; AUTHORIZED AC-
TIVITIES.—
‘‘(1) IN GENERAL.—In carrying out this sec-
tion, the Secretary shall support leadership prepara-
tion activities that are consistent with the objectives 
described in subsection (a). 
‘‘(2) AUTHORIZED ACTIVITIES.—Activities that 
may be carried out under this subsection include ac-
tivities such as the following:
296
HR 1350 RFS 
‘‘(A) Preparing personnel at the graduate, 
doctoral, and postdoctoral levels of training to 
administer, enhance, or provide services to im-
prove results for children with disabilities. 
‘‘(B) Providing interdisciplinary training 
for various types of leadership personnel, in-
cluding teacher preparation faculty, related 
services faculty, administrators, researchers, su-
pervisors, principals, and other persons whose 
work affects early intervention, educational, and 
transitional services for children with disabil-
ities, including children with disabilities with 
limited English proficiency. 
‘‘(e) APPLICATIONS.—
‘‘(1) IN
GENERAL.—Any eligible entity that 
wishes to receive a grant, or enter into a contract or 
cooperative agreement, under this section shall sub-
mit an application to the Secretary at such time, in 
such manner, and containing such information as 
the Secretary may require. 
‘‘(2) IDENTIFIED STATE NEEDS.—
‘‘(A) REQUIREMENT TO ADDRESS IDENTI-
FIED
NEEDS.—Any application under sub-
section (b), (c), or (d) shall include information 
demonstrating to the satisfaction of the Sec-
297
HR 1350 RFS 
retary that the activities described in the appli-
cation will address needs identified by the State 
or States the applicant proposes to serve. 
‘‘(B) COOPERATION
WITH
STATE
EDU-
CATIONAL
AGENCIES.—Any applicant that is 
not a local educational agency or a State edu-
cational agency shall include information dem-
onstrating to the satisfaction of the Secretary 
that the applicant and one or more State edu-
cational agencies or local educational agencies 
will cooperate in carrying out and monitoring 
the project. 
‘‘(3) ACCEPTANCE BY STATES OF PERSONNEL 
PREPARATION REQUIREMENTS.—The Secretary may 
require applicants to provide assurances from one or 
more States that such States—
‘‘(A) intend to accept successful completion 
of the proposed personnel preparation program 
as meeting State personnel standards or other 
requirements in State law or regulation for 
serving children with disabilities or serving in-
fants and toddlers with disabilities; and 
‘‘(B) need personnel in the area or areas 
in which the applicant proposes to provide prep-
aration, as identified in the States’ comprehen-
298
HR 1350 RFS 
sive systems of personnel development under 
parts B and C. 
‘‘(f) SELECTION OF RECIPIENTS.—
‘‘(1) IMPACT OF PROJECT.—In selecting recipi-
ents under this section, the Secretary shall consider 
the impact of the project proposed in the application 
in meeting the need for personnel identified by the 
States. 
‘‘(2) REQUIREMENT ON APPLICANTS TO MEET 
STATE AND PROFESSIONAL STANDARDS.—The Sec-
retary shall make grants under this section only to 
eligible applicants that meet State and professionally 
recognized standards for the preparation of special 
education and related services personnel, if the pur-
pose of the project is to assist personnel in obtaining 
degrees. 
‘‘(3) PREFERENCES.—In selecting recipients 
under this section, the Secretary may—
‘‘(A) give preference to institutions of 
higher education that are educating regular 
education personnel to meet the needs of chil-
dren with disabilities in integrated settings and 
educating special education personnel to work 
in collaboration with regular educators in inte-
grated settings; and
299
HR 1350 RFS 
‘‘(B) give preference to institutions of 
higher education that are successfully recruiting 
and preparing individuals with disabilities and 
individuals from groups that are underrep-
resented in the profession for which they are 
preparing individuals. 
‘‘(g) SERVICE OBLIGATION.—
‘‘(1) IN GENERAL.—Each application for funds 
under subsections (b) and (c) shall include an assur-
ance that the applicant will ensure that individuals 
who receive a scholarship under the proposed project 
will subsequently provide special education and re-
lated services to children with disabilities for a pe-
riod of 2 years for every year for which assistance 
was received or repay all or part of the cost of that 
assistance, in accordance with regulations issued by 
the Secretary. 
‘‘(2) LEADERSHIP PREPARATION.—Each appli-
cation for funds under subsection (d) shall include 
an assurance that the applicant will ensure that in-
dividuals who receive a scholarship under the pro-
posed project will subsequently perform work related 
to their preparation for a period of 2 years for every 
year for which assistance was received or repay all
300
HR 1350 RFS 
or part of such costs, in accordance with regulations 
issued by the Secretary. 
‘‘(h) SCHOLARSHIPS.—The Secretary may include 
funds for scholarships, with necessary stipends and allow-
ances, in awards under subsections (b), (c), and (d). 
‘‘SEC. 666. STUDIES AND EVALUATIONS. 
‘‘(a) IN GENERAL.—
‘‘(1) PROGRESS ASSESSMENT.—The Secretary 
shall, in accordance with the priorities determined 
under this section and in section 663, directly or 
through competitive grants, contracts, or cooperative 
agreements, assess the progress in the implementa-
tion of this Act, 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 sub-
stantial developmental delays if early interven-
tion services were not provided to them. 
‘‘(2) DELEGATION.—Notwithstanding any other 
provision of law, the Secretary shall designate the 
Director of the Institute for Education Sciences to 
carry out this section.
301
HR 1350 RFS 
‘‘(3) AUTHORIZED
ACTIVITIES.—In carrying 
out this subsection, the Secretary may support ob-
jective studies, evaluations, and assessments, includ-
ing studies that—
‘‘(A) analyze issues identified in the re-
search agenda in section 663(d); 
‘‘(B) meet the standards in section 663(c); 
and 
‘‘(C) undertake one or more of the fol-
lowing: 
‘‘(i) An analysis of the measurable im-
pact, outcomes, and results achieved by 
State educational agencies and local edu-
cational agencies through their activities to 
reform policies, procedures, and practices 
designed to improve educational and tran-
sitional services and results for children 
with disabilities. 
‘‘(ii) An analysis of 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. 
‘‘(iii) An assessment of educational 
and transitional services and results for
302
HR 1350 RFS 
children with disabilities from minority 
backgrounds or are limited English pro-
ficient, including—
‘‘(I) data on—
‘‘(aa) the number of such 
children who are referred for spe-
cial education evaluation; 
‘‘(bb) the number of such 
children who are receiving special 
education and related services 
and their educational or other 
service placement; 
‘‘(cc) the number of such 
children who graduated from sec-
ondary programs with a regular 
diploma in the standard number 
of years; and 
‘‘(dd) the number of such 
children who drop out of the edu-
cational system without a regular 
diploma; and 
‘‘(II) the performance of such 
children with disabilities on State as-
sessments and other performance indi-
cators established for all students.
303
HR 1350 RFS 
‘‘(iv) A measurement of educational 
and transitional services and results of 
children with disabilities served under this 
Act, including longitudinal studies that—
‘‘(I) examine educational and 
transitional services and results for 
children with disabilities who are 3 
through 17 years of age and are re-
ceiving special education and related 
services under this Act, using a na-
tional, representative sample of dis-
tinct age cohorts and disability cat-
egories; and 
‘‘(II) examine educational results, 
transition 
services, 
postsecondary 
placement, and employment status of 
individuals 
with 
disabilities, 
through 21 years of age, who are re-
ceiving or have received special edu-
cation and related services under this 
Act. 
‘‘(v) An identification and report on 
the placement of children with disabilities 
by disability category. 
‘‘(b) NATIONAL ASSESSMENT.—
304
HR 1350 RFS 
‘‘(1) IN GENERAL.—The Secretary shall carry 
out a national assessment of activities carried out 
with Federal funds under this Act in order—
‘‘(A) to determine the effectiveness of this 
Act in achieving its purposes; 
‘‘(B) to provide timely information to the 
President, the Congress, the States, local edu-
cational agencies, and the public on how to im-
plement the Act more effectively; and 
‘‘(C) to provide the President and the Con-
gress with information that will be useful in de-
veloping legislation to achieve the purposes of 
this Act more effectively. 
‘‘(2) PUBLIC COMMENT.— 
‘‘(A) PLAN.—Not later than 12 months 
after the date of enactment of the Improving 
Education Results for Children With Disabil-
ities Act of 2003, the Secretary shall publish in 
the Federal Register for public comment a com-
prehensive plan for developing and conducting 
the national assessment. 
‘‘(B) COMMENT
PERIOD.—The Secretary 
shall provide a public comment period of at 
least 30 days on such plan.
305
HR 1350 RFS 
‘‘(3) SCOPE OF ASSESSMENT.—The national as-
sessment shall assess the—
‘‘(A) implementation of programs assisted 
under this Act and the impact of such pro-
grams on addressing the developmental needs 
of, and improving the academic achievement of, 
children with disabilities to enable them to 
reach challenging developmental goals and chal-
lenging State academic content standards based 
on State academic assessments; 
‘‘(B) 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) implementation of the professional 
development activities assisted under this Act 
and the impact on instruction, student aca-
demic achievement, and teacher qualifications 
to enhance the ability of special education 
teachers and regular education teachers to im-
prove results for children with disabilities; and 
‘‘(D) effectiveness of schools, local edu-
cational agencies, States, other recipients of as-
306
HR 1350 RFS 
sistance under this Act, and the Secretary in 
achieving the purposes of this Act by—
‘‘(i) improving the academic achieve-
ment of children with disabilities and their 
performance on regular statewide assess-
ments as compared to nondisabled chil-
dren, 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 chil-
dren with disabilities at natural transition 
points; 
‘‘(iv) placing and serving children with 
disabilities, including minority children, in 
the least restrictive environment appro-
priate; 
‘‘(v) preventing children with disabil-
ities, especially children with emotional dis-
turbances and specific learning disabilities, 
from dropping out of school; 
‘‘(vi) addressing the reading and lit-
eracy needs of children with disabilities;
307
HR 1350 RFS 
‘‘(vii) reducing the 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 in-
cluding mediation and voluntary binding 
arbitration. 
‘‘(4) INTERIM AND FINAL REPORTS.—The Sec-
retary shall submit to the President and the Con-
gress—
‘‘(A) an interim report that summarizes 
the preliminary findings of the assessment not 
later than 30 months after the date of the en-
actment of the Improving Education Results for 
Children With Disabilities Act of 2003; and 
‘‘(B) a final report of the findings of the 
assessment not later than 5 years after the date 
of the enactment of such Act. 
‘‘(c) ANNUAL REPORT.—The Secretary shall provide 
an annual report to the Congress that—
308
HR 1350 RFS 
‘‘(1) summarizes the research conducted under 
section 663; 
‘‘(2) analyzes and summarizes the data re-
ported by the States and the Secretary of the Inte-
rior 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 
national assessment; and 
‘‘(5) describes the findings and determinations 
resulting from reviews of State implementation of 
this Act. 
‘‘SEC. 667. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
sections 663, 664, and 666 $171,861,000 for fiscal year 
2004 and such sums as may be necessary for each of the 
fiscal years 2005 through 2009. There are authorized to 
be appropriated to carry out section 665 $90,000,000 for 
fiscal year 2004 and such sums as may be necessary for 
each of the fiscal years 2005 through 2009. 
‘‘Subpart 3—Supports To Improve Results for 
Children With Disabilities 
‘‘SEC. 671. PURPOSES. 
‘‘The purposes of this subpart are to ensure that—
309
HR 1350 RFS 
‘‘(1) children with disabilities and their parents 
receive training and information on their rights, re-
sponsibilities, and protections under this Act, in 
order to develop the skills necessary to cooperatively 
and effectively participate in planning and decision-
making relating to early intervention, educational, 
and transitional services; 
‘‘(2) parents, teachers, administrators, early 
intervention personnel, related services personnel, 
and transition personnel receive coordinated and ac-
cessible technical assistance and information to as-
sist them in improving early intervention, edu-
cational, and transitional services and results for 
children with disabilities and their families; and 
‘‘(3) appropriate technology and media are re-
searched, developed, and demonstrated, to improve 
and implement early intervention, educational, and 
transitional services and results for children with 
disabilities and their families. 
‘‘SEC. 672. PARENT TRAINING AND INFORMATION CENTERS. 
‘‘(a) PROGRAM AUTHORIZED.—The Secretary may 
make 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.
310
HR 1350 RFS 
‘‘(b) REQUIRED ACTIVITIES.—Each parent and com-
munity training and information center that receives as-
sistance under this section shall—
‘‘(1) provide training and information that 
meets the needs of parents of children with disabil-
ities living in the area served by the center, includ-
ing underserved parents and parents of children who 
may be inappropriately identified, to enable children 
with disabilities—
‘‘(A) to meet developmental and chal-
lenging 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) ensure that the training and information 
provided meets the needs of low-income parents and 
parents of children with limited English proficiency; 
‘‘(3) serve the parents of infants, toddlers, and 
children with the full range of disabilities; 
‘‘(4) assist parents—
‘‘(A) to better understand the nature of 
their children’s disabilities and their edu-
cational, developmental, and transitional needs;
311
HR 1350 RFS 
‘‘(B) to communicate effectively and work 
collaboratively with personnel responsible for 
providing special education, early intervention, 
transition services, and related services; 
‘‘(C) to participate in decisionmaking proc-
esses and the development of individualized 
education programs under part B and individ-
ualized family service plans under part C; 
‘‘(D) to obtain appropriate information 
about the range, type and quality of options, 
programs, services, and resources available to 
assist children with disabilities and their fami-
lies in school and at home; 
‘‘(E) to understand the provisions of this 
Act for the education of, and the provision of 
early intervention services to, children with dis-
abilities; and 
‘‘(F) to participate in activities at the 
school level which benefit their children; 
‘‘(5) assist parents in resolving disputes in the 
most expeditious way possible, including encouraging 
the use, and explaining the benefits, of alternative 
methods of dispute resolution, such as the use of in-
dividualized education program facilitators and me-
312
HR 1350 RFS 
diation and voluntary binding arbitration processes 
described in section 615(e); 
‘‘(6) assist parents to understand the avail-
ability of, and how to effectively use, procedural 
safeguards under this Act; 
‘‘(7) network with appropriate clearinghouses, 
including organizations conducting national dissemi-
nation activities under subpart 2 and the Institute 
of Educational 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 dis-
abilities; and 
‘‘(8) annually report to the Secretary on—
‘‘(A) the number and demographics of par-
ents to whom it provided information and train-
ing in the most recently concluded fiscal year; 
and 
‘‘(B) the effectiveness of strategies used to 
reach and serve parents, including underserved 
parents of children with disabilities. 
‘‘(c) OPTIONAL ACTIVITIES.—A parent training and 
community and information center that receives assistance 
under this section may—
313
HR 1350 RFS 
‘‘(1) provide information to teachers and other 
professionals to assist them in improving results for 
children with disabilities; and 
‘‘(2) assist students with disabilities to under-
stand their rights and responsibilities under section 
615(l) on reaching the age of majority. 
‘‘(d) APPLICATION REQUIREMENTS.—Each applica-
tion for assistance under this section shall identify with 
specificity the special efforts that the applicant will under-
take—
‘‘(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 organiza-
tions, including those that work with low-income 
parents and parents of children with limited English 
proficiency. 
‘‘(e) DISTRIBUTION OF FUNDS.—
‘‘(1) IN GENERAL.—The Secretary shall make 
at least 1 award to a parent organization in each 
State, unless the Secretary does not receive an appli-
cation from such an organization in each State of 
sufficient quality to warrant approval.
314
HR 1350 RFS 
‘‘(2) SELECTION
REQUIREMENT.—The Sec-
retary shall select among applications submitted by 
parent organizations in a State in a manner that en-
sures the most effective assistance to parents, in-
cluding parents in urban and rural areas, in the 
State. 
‘‘(f) QUARTERLY REVIEW.—
‘‘(1) REQUIREMENTS.—
‘‘(A) MEETINGS.—The board of directors 
or special governing committee of each organi-
zation that receives an award under this section 
shall meet at least once in each calendar quar-
ter to review the activities for which the award 
was made. 
‘‘(B) ADVISING BOARD.—Each special gov-
erning committee shall directly advise the orga-
nization’s governing board of its views and rec-
ommendations. 
‘‘(2) CONTINUATION AWARD.—When an organi-
zation requests a continuation award under this sec-
tion, the board of directors or special governing com-
mittee shall submit to the Secretary a written review 
of the parent training and information program con-
ducted by the organization during the preceding fis-
cal year.
315
HR 1350 RFS 
‘‘(g) DEFINITION OF PARENT ORGANIZATION.—As 
used in this section, the term ‘parent organization’ means 
a private nonprofit organization (other than an institution 
of higher education) that—
‘‘(1) has a board of directors—
‘‘(A) the majority of whom are parents of 
children with disabilities ages birth through 26; 
‘‘(B) that includes—
‘‘(i) individuals working in the fields 
of special education, related services, and 
early intervention; and 
‘‘(ii) individuals with disabilities; and 
‘‘(C) the parent and professional members 
of which are broadly representative of the popu-
lation to be served, including low-income and 
limited English proficient parents of children 
with disabilities; or 
‘‘(2) has—
‘‘(A) a membership that represents the in-
terests of individuals with disabilities and has 
established a special governing committee that 
meets the requirements of paragraph (1); and 
‘‘(B) a memorandum of understanding be-
tween the special governing committee and the 
board of directors of the organization that