‘‘(1) develop or strengthen an undergraduate, 
postbaccalaureate, or master’s teacher preparation 
program by integrating special education pedagogy 
into the general education curriculum and academic 
content that result in applicable dual State certifi-
cation for teacher candidates who complete the pro-
gram; 
‘‘(2) develop or strengthen an undergraduate, 
postbaccalaureate, or master’s teacher preparation 
program by embedding social and emotional learning 
strategies and nonexclusionary, positive behavior- 
management practices into the general education 
curriculum and academic content; 
‘‘(3) provide teacher candidates participating in 
the program under paragraph (1) with skills related 
to— 
‘‘(A) response to intervention, positive be-
havioral interventions and supports (including 
eliminating the use of aversive interventions 
such as seclusion and restraints), differentiated 
instruction, and data-driven instruction (includ-
ing the use of data to identify and address dis-
parities in rates of discipline among student 
subgroups); 
‘‘(B) universal design for learning; 
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‘‘(C) determining and utilizing accom-
modations for instruction and assessments for 
students with disabilities; 
‘‘(D) collaborating with stakeholders such 
as special educators, related services providers, 
out-of-school time providers, and parents, in-
cluding participation in individualized education 
program development and implementation; 
‘‘(E) appropriately utilizing technology and 
assistive technology for students with disabil-
ities; and 
‘‘(F) effectively and equitably using tech-
nology for digital and blended learning; 
‘‘(4) provide teacher candidates participating in 
the program under paragraph (2) with skills related 
to— 
‘‘(A) social and emotional learning com-
petencies; 
‘‘(B) positive behavior interventions and 
supports or multitiered systems of support; 
‘‘(C) trauma-informed care; 
‘‘(D) evidenced-based restorative justice 
practices; and 
‘‘(E) culturally responsive teaching and 
anti-bias training that is evidence-based; and 
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‘‘(5) provide extensive clinical experience for 
participants described in subparagraphs (A) and (B) 
with mentoring and induction support throughout 
the program that continues during the first 2 years 
of full-time teaching. 
‘‘(f) APPLICATION.— 
‘‘(1) APPLICATION REQUIREMENTS.—An eligi-
ble partnership seeking a grant under this section 
shall submit an application to the Secretary at such 
time, in such manner, and containing such informa-
tion as the Secretary may require. Such application 
shall include— 
‘‘(A) a self-assessment by the eligible part-
nership of the existing teacher preparation pro-
gram at the institution of higher education and 
needs related to preparing general education 
teacher candidates to instruct students with dis-
abilities; and 
‘‘(B) an assessment of the existing per-
sonnel needs for general education teachers who 
instruct students with disabilities, performed by 
the local educational agency in which most 
graduates of the teacher preparation program 
are likely to teach after completion of the pro-
gram under subsection (e)(1). 
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‘‘(2) PEER REVIEW.— 
‘‘(A) IN
GENERAL.—The Secretary shall 
convene a peer review committee to review ap-
plications for grants under this subpart and to 
make recommendations to the Secretary regard-
ing the selection of eligible partnerships for 
such grants. 
‘‘(B) MEMBERSHIP.—Members of the peer 
review committee shall be recognized experts in 
the fields of special education, social and emo-
tional learning, teacher preparation, and gen-
eral education and shall not be in a position to 
benefit financially from any grants awarded 
under this section. 
‘‘(g) EQUITABLE GEOGRAPHIC DISTRIBUTION.—In 
awarding grants under this subpart, the Secretary shall, 
to the maximum extent possible, provide for an equitable 
geographic distribution of such grants. 
‘‘(h) EVALUATIONS.— 
‘‘(1) BY THE PARTNERSHIP.— 
‘‘(A) IN
GENERAL.—An eligible partner-
ship receiving a grant under this subpart shall 
conduct an evaluation at the end of the grant 
period to determine— 
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‘‘(i) the effectiveness of the general 
education teachers who completed a pro-
gram under subsection (c)(1) with respect 
to instruction of students with disabilities 
in general education classrooms; and 
‘‘(ii) the systemic impact of the activi-
ties carried out by such grant on how each 
institution of higher education that is a 
member of the partnership prepares teach-
ers for instruction in elementary schools 
and secondary schools. 
‘‘(B) REPORT TO THE SECRETARY.—Each 
eligible partnership performing an evaluation 
under subparagraph (A) shall report the find-
ings of such evaluation to the Secretary. 
‘‘(2) REPORT BY THE SECRETARY.—Not later 
than 180 days after the last day of the grant period 
for which an evaluation was conducted under para-
graph (1), the Secretary shall make available to the 
authorizing committees and the public the findings 
of the evaluations submitted under paragraph (1), 
and information on best practices related to effective 
instruction of students with disabilities in general 
education classrooms.’’. 
Æ 
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