(2) by inserting after subparagraph (B) the fol-
lowing: 
‘‘(C) describe how the local educational 
agency will address the need for early inter-
vening services that improve the school climate 
for learning and reduce the need for suspen-
sions, expulsions, corporal punishment, referrals 
to law enforcement, and other actions that re-
move students from instruction, such as 
through school-wide positive behavior sup-
ports;’’. 
SEC. 8. SPECIALIZED INSTRUCTIONAL SUPPORT SERVICES. 
(a) IN GENERAL.—The Secretary of Education, act-
ing through the Office of the Deputy Secretary, shall ad-
minister, coordinate, implement, and ensure adequate 
evaluation of the effectiveness of programs and activities 
concerned with providing specialized instructional support 
services in schools, delivered by trained, qualified special-
ized instructional support personnel. In carrying out this 
subsection, the Secretary shall support activities to— 
(1) improve specialized instructional support 
services in schools in order to improve academic 
achievement and educational results for students; 
(2) identify scientifically valid practices in spe-
cialized instructional support services that support 
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learning and improve academic achievement and 
educational results for students; 
(3) provide continuous training and professional 
development opportunities for specialized instruc-
tional support personnel and other school personnel 
in the use of effective techniques to address aca-
demic, behavioral, and functional needs; 
(4) provide technical assistance to local edu-
cational agencies and State educational agencies in 
the provision of effective, scientifically valid, special-
ized instructional support services; 
(5) coordinate specialized instructional support 
services programs and services in schools between 
the Department of Education and other Federal 
agencies, as appropriate; and 
(6) ensure evaluation of the effectiveness of the 
activities described in this subsection. 
(b) SPECIALIZED INSTRUCTIONAL SUPPORT PER-
SONNEL; SPECIALIZED INSTRUCTIONAL SUPPORT SERV-
ICES.—In this section: 
(1) SPECIALIZED
INSTRUCTIONAL
SUPPORT 
PERSONNEL.—The term ‘‘specialized instructional 
support personnel’’ means school counselors, school 
social workers, school psychologists, and other quali-
fied professional personnel involved in providing as-
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sessment, diagnosis, counseling, educational, thera-
peutic, and other necessary corrective or supportive 
services (including related services, as such term is 
defined in section 602 of the Individuals with Dis-
abilities Education Act) as part of a comprehensive 
program to meet student needs. 
(2) SPECIALIZED
INSTRUCTIONAL
SUPPORT 
SERVICES.—The term ‘‘specialized instructional sup-
port services’’ means the services provided by spe-
cialized instructional support personnel, including 
any other corrective or supportive services to meet 
student needs. 
SEC. 9. DEFINITION IN ELEMENTARY AND SECONDARY 
EDUCATION ACT OF 1965. 
Section 9101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801) is amended— 
(1) by redesignating paragraphs (20) through 
(32) as paragraphs (21) through (33); 
(2) by inserting after paragraph (19) the fol-
lowing: 
‘‘(20) FAMILY ENGAGEMENT IN EDUCATION.— 
The term ‘family engagement in education’ means a 
shared responsibility— 
‘‘(A) of families and schools for student 
success, in which schools and community-based 
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organizations are committed to reaching out to 
engage families in meaningful ways and families 
are committed to actively supporting their chil-
dren’s learning and development; and 
‘‘(B) that is continuous from birth through 
young adulthood and reinforces learning that 
takes place in the home, school, and commu-
nity.’’; 
(3) by redesignating the first paragraph (33) 
through paragraph (42) as paragraphs (35) through 
(44), respectively; and 
(4) by inserting after paragraph (32) the fol-
lowing: 
‘‘(33) POSITIVE
BEHAVIOR
SUPPORTS.—The 
term ‘positive behavior supports’ means a systematic 
approach to embed proven practices for early inter-
vening services, including a range of systemic and 
individualized strategies to reinforce desired behav-
iors and eliminate reinforcement for problem behav-
iors, in order to achieve important social outcomes 
and increase student learning, while preventing 
problem behaviors.’’. 
Æ 
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