H. R. 1350—116
‘‘(2) MINIMUM ALLOTMENTS.—Except as provided in para-
graph (3), no State shall receive an amount under this section
for any fiscal year that is less than the greater of—
‘‘(A) 1⁄2 of 1 percent of the remaining amount described
in paragraph (1); or
‘‘(B) $500,000.
‘‘(3) RATABLE REDUCTION.—
‘‘(A) IN GENERAL.—If the sums made available under
this part for any fiscal year are insufficient to pay the
full amounts that all States are eligible to receive under
this subsection for such year, the Secretary shall ratably
reduce the allotments to such States for such year.
‘‘(B) ADDITIONAL FUNDS.—If additional funds become
available for making payments under this subsection for
a fiscal year, allotments that were reduced under subpara-
graph (A) shall be increased on the same basis the allot-
ments were reduced.
‘‘(4) DEFINITIONS.—In this subsection—
‘‘(A) the terms ‘infants’ and ‘toddlers’ mean children
under 3 years of age; and
‘‘(B) the term ‘State’ means each of the 50 States,
the District of Columbia, and the Commonwealth of Puerto
Rico.
‘‘(d) REALLOTMENT OF FUNDS.—If a State elects not to receive
its allotment under subsection (c), the Secretary shall reallot, among
the remaining States, amounts from such State in accordance with
such subsection.
‘‘(e) RESERVATION FOR STATE INCENTIVE GRANTS.—
‘‘(1) IN GENERAL.—For any fiscal year for which the amount
appropriated pursuant to the authorization of appropriations
under section 644 exceeds $460,000,000, the Secretary shall
reserve 15 percent of such appropriated amount to provide
grants to States that are carrying out the policy described
in section 635(c) in order to facilitate the implementation of
such policy.
‘‘(2) AMOUNT OF GRANT.—
‘‘(A) IN GENERAL.—Notwithstanding paragraphs (2) and
(3) of subsection (c), the Secretary shall provide a grant
to each State under paragraph (1) in an amount that
bears the same ratio to the amount reserved under such
paragraph as the number of infants and toddlers in the
State bears to the number of infants and toddlers in all
States receiving grants under such paragraph.
‘‘(B) MAXIMUM AMOUNT.—No State shall receive a grant
under paragraph (1) for any fiscal year in an amount
that is greater than 20 percent of the amount reserved
under such paragraph for the fiscal year.
‘‘(3) CARRYOVER OF AMOUNTS.—
‘‘(A) FIRST SUCCEEDING FISCAL YEAR.—Pursuant to sec-
tion 421(b) of the General Education Provisions Act,
amounts under a grant provided under paragraph (1) that
are not obligated and expended prior to the beginning
of the first fiscal year succeeding the fiscal year for which
such amounts were appropriated shall remain available
for obligation and expenditure during such first succeeding
fiscal year.
H. R. 1350—117
‘‘(B) SECOND
SUCCEEDING
FISCAL
YEAR.—Amounts
under a grant provided under paragraph (1) that are not
obligated and expended prior to the beginning of the second
fiscal year succeeding the fiscal year for which such
amounts were appropriated shall be returned to the Sec-
retary and used to make grants to States under section
633 (from their allotments under this section) during such
second succeeding fiscal year.
‘‘SEC. 644. AUTHORIZATION OF APPROPRIATIONS.
‘‘For the purpose of carrying out this part, there are authorized
to be appropriated such sums as may be necessary for each of
the fiscal years 2005 through 2010.
‘‘PART D—NATIONAL ACTIVITIES TO IMPROVE
EDUCATION OF CHILDREN WITH DISABILITIES
‘‘SEC. 650. FINDINGS.
‘‘Congress finds the following:
‘‘(1) The Federal Government has an ongoing obligation
to support activities that contribute to positive results for chil-
dren with disabilities, enabling those children to lead productive
and independent adult lives.
‘‘(2) Systemic change benefiting all students, including chil-
dren with disabilities, requires the involvement of States, local
educational agencies, parents, individuals with disabilities and
their families, teachers and other service providers, and other
interested individuals and organizations to develop and imple-
ment comprehensive strategies that improve educational results
for children with disabilities.
‘‘(3) State educational agencies, in partnership with local
educational agencies, parents of children with disabilities, and
other individuals and organizations, are in the best position
to improve education for children with disabilities and to
address their special needs.
‘‘(4) An effective educational system serving students with
disabilities should—
‘‘(A) maintain high academic achievement standards
and clear performance goals for children with disabilities,
consistent with the standards and expectations for all stu-
dents in the educational system, and provide for appro-
priate and effective strategies and methods to ensure that
all children with disabilities have the opportunity to
achieve those standards and goals;
‘‘(B) clearly define, in objective, measurable terms, the
school and post-school results that children with disabilities
are expected to achieve; and
‘‘(C) promote transition services and coordinate State
and local education, social, health, mental health, and other
services, in addressing the full range of student needs,
particularly the needs of children with disabilities who
need significant levels of support to participate and learn
in school and the community.
‘‘(5) The availability of an adequate number of qualified
personnel is critical—
‘‘(A) to serve effectively children with disabilities;
H. R. 1350—118
‘‘(B) to assume leadership positions in administration
and direct services;
‘‘(C) to provide teacher training; and
‘‘(D) to conduct high quality research to improve special
education.
‘‘(6) High quality, comprehensive professional development
programs are essential to ensure that the persons responsible
for the education or transition of children with disabilities
possess the skills and knowledge necessary to address the edu-
cational and related needs of those children.
‘‘(7) Models of professional development should be scientif-
ically based and reflect successful practices, including strategies
for recruiting, preparing, and retaining personnel.
‘‘(8) Continued support is essential for the development
and maintenance of a coordinated and high quality program
of research to inform successful teaching practices and model
curricula for educating children with disabilities.
‘‘(9) Training, technical assistance, support, and dissemina-
tion activities are necessary to ensure that parts B and C
are fully implemented and achieve high quality early interven-
tion, educational, and transitional results for children with
disabilities and their families.
‘‘(10) Parents, teachers, administrators, and related services
personnel need technical assistance and information in a timely,
coordinated, and accessible manner in order to improve early
intervention, educational, and transitional services and results
at the State and local levels for children with disabilities and
their families.
‘‘(11) Parent training and information activities assist par-
ents of a child with a disability in dealing with the multiple
pressures of parenting such a child and are of particular impor-
tance in—
‘‘(A) playing a vital role in creating and preserving
constructive relationships between parents of children with
disabilities and schools by facilitating open communication
between the parents and schools; encouraging dispute reso-
lution at the earliest possible point in time; and discour-
aging the escalation of an adversarial process between
the parents and schools;
‘‘(B) ensuring the involvement of parents in planning
and decisionmaking with respect to early intervention, edu-
cational, and transitional services;
‘‘(C) achieving high quality early intervention, edu-
cational, and transitional results for children with disabil-
ities;
‘‘(D) providing such parents information on their rights,
protections, and responsibilities under this title to ensure
improved early intervention, educational, and transitional
results for children with disabilities;
‘‘(E) assisting such parents in the development of skills
to participate effectively in the education and development
of their children and in the transitions described in section
673(b)(6);
‘‘(F) supporting the roles of such parents as partici-
pants within partnerships seeking to improve early inter-
vention, educational, and transitional services and results
for children with disabilities and their families; and
H. R. 1350—119
‘‘(G) supporting such parents who may have limited
access to services and supports, due to economic, cultural,
or linguistic barriers.
‘‘(12) Support is needed to improve technological resources
and integrate technology, including universally designed tech-
nologies, into the lives of children with disabilities, parents
of children with disabilities, school personnel, and others
through curricula, services, and assistive technologies.
‘‘Subpart 1—State Personnel Development Grants
‘‘SEC. 
651. 
PURPOSE; 
DEFINITION 
OF 
PERSONNEL; 
PROGRAM
AUTHORITY.
‘‘(a) PURPOSE.—The purpose of this subpart is to assist State
educational agencies in reforming and improving their systems
for personnel preparation and professional development in early
intervention, educational, and transition services in order to
improve results for children with disabilities.
‘‘(b) DEFINITION OF PERSONNEL.—In this subpart the term ‘per-
sonnel’ means special education teachers, regular education
teachers, principals, administrators, related services personnel,
paraprofessionals, and early intervention personnel serving infants,
toddlers, preschoolers, or children with disabilities, except where
a particular category of personnel, such as related services per-
sonnel, is identified.
‘‘(c) COMPETITIVE GRANTS.—
‘‘(1) IN GENERAL.—Except as provided in subsection (d),
for any fiscal year for which the amount appropriated under
section 655, that remains after the Secretary reserves funds
under subsection (e) for the fiscal year, is less than
$100,000,000, the Secretary shall award grants, on a competi-
tive basis, to State educational agencies to carry out the activi-
ties described in the State plan submitted under section 653.
‘‘(2) PRIORITY.—In awarding grants under paragraph (1),
the Secretary may give priority to State educational agencies
that—
‘‘(A) are in States with the greatest personnel short-
ages; or
‘‘(B) demonstrate the greatest difficulty meeting the
requirements of section 612(a)(14).
‘‘(3) MINIMUM AMOUNT.—The Secretary shall make a grant
to each State educational agency selected under paragraph
(1) in an amount for each fiscal year that is—
‘‘(A) not less than $500,000, nor more than $4,000,000,
in the case of the 50 States, the District of Columbia,
and the Commonwealth of Puerto Rico; and
‘‘(B) not less than $80,000 in the case of an outlying
area.
‘‘(4) INCREASE IN AMOUNT.—The Secretary may increase
the amounts of grants under paragraph (4) to account for
inflation.
‘‘(5) FACTORS.—The Secretary shall determine the amount
of a grant under paragraph (1) after considering—
‘‘(A) the amount of funds available for making the
grants;
‘‘(B) the relative population of the State or outlying
area;