[Congressional Record Volume 149, Number 40 (Wednesday, March 12, 2003)]
[Senate]
[Pages S3626-S3631]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. REED (for himself and Mr. Kennedy):
  S. 608. A bill to provide for personnel preparation, enhanced support 
and training for beginning special educators, and professional 
development of special educators, general educators, and early 
intervention personnel; to the Committee on Health, Education, Labor, 
and Pensions.
  Mr. REED. Mr. President, I rise today to introduce the Personnel 
Excellence for Children with Disabilities Act of 2003 to ensure high 
quality personnel to serve students with disabilities.
  I have long worked to improve the quality of teaching in America's 
classrooms for the simple reason that well-trained and well-prepared 
teachers, faculty, principals and administrators are critical to 
improving the educational performance and achievement of students.
  As Congress turns to the reauthorization of the Individuals with 
Disabilities Education Act, IDEA, the focus shifts to increasing 
support for both new and veteran special education teachers, school 
principals, and the higher education faculty who train prospective 
special education teachers.
  There are currently an estimated 6 million children who receive 
special education services. Yet, there are about 70,000 special 
education teaching vacancies in schools nationwide. The President's 
2002 Commission on Excellence in Special Education report stated that 
``the growing shortage of special education teachers alarms this 
Commission.'' Moreover, an estimated 600,000 IDEA students are taught 
by unqualified or underqualified teachers nationwide. In some urban and 
rural areas, close to half of special education teachers are 
unqualified.
  I am joined by Senator Kennedy, a leader in improving education for 
all children, in introducing legislation today which would address and 
improve current conditions by enhancing personnel preparation, 
recruitment and retention, support and training for beginning special 
educators, as well as professional development for special educators, 
general educators, principals, paraprofessionals, and related services 
personnel.
  The Personnel Excellence for Children with Disabilities Act modifies 
and strengthens the current State Improvement Grant program to focus 
solely on personnel and professional development, including support to 
school districts to meet the personnel requirements under IDEA.
  Our legislation also establishes two grant programs. One would fund 
partnerships of school districts, institutions of higher education, and 
elementary and secondary schools that focus on meeting the needs of 
beginning special educators, through an additional 5th year clinical 
learning opportunity or the creation or support of professional 
development schools. Professional development schools seek to improve 
the professional status of teaching through a renewal of schools and 
preservice teacher education, in-service education of veteran teachers, 
and research to add to the knowledge base. The other grant program 
seeks to ensure that general educators, including principals and 
administrators, have the skills, knowledge, and leadership training to 
improve results for children with disabilities in their schools and 
classrooms. Currently, approximately half of students with disabilities 
spend 79 percent or more of their time in regular classes, according to 
the Department of Education's Annual Report to Congress for 2001. Only 
20 percent are served outside of regular classes for 60 percent or more 
of the time.
  Lastly, our legislation enhances the personnel preparation programs 
under the current IDEA Section 673. These programs provide grants to 
institutions of higher education to enhance the preparation of special 
educators.
  In sum, the Personnel Excellence for Children with Disabilities Act 
seeks to enhance: the teaching skills of special educators, general 
educators, early intervention personnel, paraprofessionals and related 
services personnel; the leadership skills of principals; collaboration 
among special educators, general educators, and other personnel; 
mentoring and other induction support for beginning special educators; 
and training programs at institutions of higher education. The Act 
would also boost the ability of educators and personnel to: involve and 
work with parents, implement positive behavioral interventions; improve 
early intervention services for infants, toddlers, and preschoolers; 
and provide transition services and postsecondary opportunities. It 
would also improve their ability to: use classroom-based techniques to 
identify student potentially eligible for services; use technology to 
enhance learning of children with disabilities and communicate with 
parents; and ensure an effective IEP process.
  The time for action is now because 98 percent of school districts 
report that meeting the growing demand for special education teachers 
is a top priority. Annual attrition rates for special education 
teachers are over 13 percent: 6 percent for those who leave the field 
entirely; and an additional 7.4 percent who transfer to general 
education.

[[Page S3627]]

More than 200,000 new special education teachers will be needed in the 
next five years, according to U.S. Department of Education estimates. 
Investing in personnel preparation is critical for addressing these 
needs which, in turn, will improve outcomes and results for children 
with disabilities.
  I urge my colleagues to join us in this essential endeavor by 
cosponsoring this legislation and working for its inclusion in the 
reauthorization of the IDEA.
  Mr. President, I ask unanimous consent that the text of this 
legislation be printed in the Record.
  There being no objection, the bill was ordered to be printed in the 
Record, as follows:

                                 S. 608

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``Personnel Excellence for 
     Students with Disabilities Act''.

     SEC. 2. STATE PERSONNEL AND PROFESSIONAL DEVELOPMENT GRANTS.

       Subpart 1 of part D (20 U.S.C. 1451 et seq.) is amended to 
     read as follows:

    ``Subpart 1--State Personnel and Professional Development Grants

     ``SEC. 651. FINDINGS; PURPOSE; DEFINITION.

       ``(a) Findings.--Congress finds the following:
       ``(1) The right of all children with disabilities to a free 
     and appropriate public education requires States to adopt a 
     comprehensive strategy to address teacher shortages and 
     ensure adequate numbers of teachers to serve children with 
     disabilities.
       ``(2) In order to ensure that the persons responsible for 
     the education of children with disabilities possess the 
     skills and knowledge necessary to address such children's 
     educational and related needs, States must promote 
     comprehensive programs of professional development.
       ``(3) The dissemination of research-based knowledge about 
     successful teaching practices and models to teachers and 
     other personnel serving children with disabilities can result 
     in improved outcomes for children with disabilities.
       ``(b) Purpose.--The purpose of this subpart is to assist 
     State educational agencies and local educational agencies, 
     and their partners referred to in section 652, in providing 
     support for, and improving their systems of, personnel 
     preparation and professional development to improve results 
     for children with disabilities.
       ``(c) Definition of Postsecondary Opportunities.--In this 
     subpart, the term `postsecondary opportunities' includes the 
     transition from school to postsecondary education, adult 
     services, or work.

     ``SEC. 652. ELIGIBILITY AND COLLABORATION PROCESS IN GRANTS 
                   TO STATES.

       ``(a) Eligible Applicants; Duration of Assistance.--A State 
     educational agency may apply for a grant under this subpart 
     for a grant period of 4 years.
       ``(b) Partnerships and Consultations.--In order to be 
     considered for a grant under this subpart, a State 
     educational agency shall--
       ``(1) establish a formal partnership with local educational 
     agencies, the lead State agency for part C, the State agency 
     responsible for child care, the State vocational 
     rehabilitation agency, the State agency for higher education, 
     representatives of State-approved special education personnel 
     preparation programs in institutions of higher education 
     within the State, parent training and information centers or 
     community parent resource centers, and other State agencies 
     involved in, or concerned with, the education of children 
     with disabilities; and
       ``(2) consult with other public agencies, persons, and 
     organizations with relevant expertise in, and concerned with, 
     the education of children with disabilities, including--
       ``(A) parents of children with disabilities and parents of 
     nondisabled children;
       ``(B) general and special education teachers, 
     paraprofessionals, related services personnel, and early 
     intervention personnel;
       ``(C) the State advisory panel established under part B;
       ``(D) the State interagency coordinating council 
     established under part C;
       ``(E) community-based and other nonprofit organizations 
     representing individuals with disabilities; and
       ``(F) other providers of professional development and 
     personnel preparation for personnel that work with infants, 
     toddlers, preschoolers, and children with disabilities, and 
     nonprofit organizations whose primary purpose is education 
     research and development, when appropriate.

     ``SEC. 653. STATE APPLICATIONS.

       ``(a) In General.--A State educational agency that desires 
     to receive a grant under this subpart shall submit to the 
     Secretary an application at such time, in such manner, and 
     including such information as the Secretary may require.
       ``(b) Partnership Agreement.--Each application submitted 
     pursuant to this section shall specify the nature and extent 
     of the partnership among the State educational agency and 
     other partners (as described in section 652(b)), including 
     the respective roles of each member of the partnership, and 
     shall describe how grant funds allocated to the State under 
     section 655 will be used in undertaking the improvement 
     strategies described under subsection (c)(3).
       ``(c) Personnel and Professional Development Plan.--
       ``(1) In general.--Each application submitted pursuant to 
     this section shall include a personnel and professional 
     development plan that is--
       ``(A) based on the needs assessment described in paragraph 
     (2);
       ``(B) developed by the State educational agency in 
     collaboration with the partners described under section 
     652(b)(1);
       ``(C) designed to enable the State to meet the standards 
     described in section 612(a)(15) and implement the 
     comprehensive system of personnel development under section 
     612(a)(14); and
       ``(D) coordinated with other State professional development 
     plans for educators and personnel working with children in 
     early childhood education programs.
       ``(2) Needs assessment.--Each personnel and professional 
     development plan shall include an assessment of State and 
     local needs that identifies critical aspects and areas in 
     need of improvement related to the preparation, ongoing 
     training, and professional development of personnel that 
     serve infants, toddlers, preschoolers, and children with 
     disabilities within the State. Such assessment shall be based 
     on an analysis of--
       ``(A) current and anticipated personnel vacancies and 
     shortages in local educational agencies and local early 
     intervention agencies or providers throughout the State, 
     including the number of individuals currently serving 
     children with disabilities that--
       ``(i) are not highly qualified, consistent with section 
     612(a)(15);
       ``(ii) are individuals with temporary, provisional, or 
     emergency certification; or
       ``(iii) are individuals teaching with an alternative 
     certification;
       ``(B) the extent and amount of certification or retraining 
     necessary to eliminate the vacancies and shortages described 
     in subparagraph (A);
       ``(C) current preservice and inservice training and 
     preparation programs and activities available and accessible 
     in the State to personnel that serve infants, toddlers, 
     preschoolers, and children with disabilities, including--
       ``(i) the number of degree, certification, and licensure 
     programs that are preparing general and special education 
     teachers and personnel to serve children with high-incidence 
     and low-incidence disabilities;
       ``(ii) the number of noncertification programs designed to 
     train and prepare personnel to serve infants, toddlers, 
     preschoolers, and children with disabilities, including the 
     number of programs designed to provide training in early 
     intervention and transitional services; and
       ``(iii) the number of programs or activities designed to 
     provide the knowledge and skills necessary to ensure the 
     successful transition of students with disabilities into 
     postsecondary opportunities; and
       ``(D) information, reasonably available to the State, on 
     the scope and effectiveness of current training and 
     preparation programs and activities available in the State to 
     personnel that serve children with disabilities, including--
       ``(i) access of general education teachers to preservice 
     and inservice training in early intervention and special 
     education, including training related to the diverse learning 
     and developmental needs of children with disabilities;
       ``(ii) rates of attrition of special education teachers and 
     early intervention personnel throughout the State and a 
     description of factors that contribute to such attrition;
       ``(iii) data and major findings of the Secretary's most 
     recent reviews of State compliance, as such reviews relate to 
     meeting the standards described in section 612(a)(15) and 
     implementing a comprehensive system of personnel development 
     described under sections 612(a)(14) and 635(a)(8); and
       ``(iv) data regarding disproportionality required under 
     section 618.
       ``(3) Improvement strategies.--Each personnel and 
     professional development plan shall describe strategies 
     necessary to address the preparation and professional 
     development areas in need of improvement, based on the needs 
     assessment conducted under paragraph (2), that include--
       ``(A) how the State will respond to the needs for 
     preservice and inservice preparation of personnel who work 
     with infants, toddlers, preschoolers, and children with 
     disabilities, including strategies to--
       ``(i) prepare all general and special education personnel 
     (including both professional and paraprofessional personnel 
     who provide special education, general education, or related 
     services)--

       ``(I) with the knowledge and skills needed to meet the 
     needs of, and improve results for, children with 
     disabilities;
       ``(II) to utilize classroom-based techniques to identify 
     students who may be eligible for special education services 
     or other services prior to making referrals for special 
     education services;
       ``(III) to help students with disabilities meet State 
     academic standards;
       ``(IV) to work as part of a collaborative team, especially 
     training related to all aspects of planning, design, and 
     effective implementation of an IEP; and

[[Page S3628]]

       ``(V) to utilize effective parental involvement practices 
     needed to work with and involve parents of children with 
     disabilities in their child's education;

       ``(ii) prepare professionals, including professionals in 
     preschool settings, and paraprofessionals in the area of 
     early intervention with the knowledge and skills needed to 
     meet the needs of infants, toddlers, and preschoolers with 
     disabilities;
       ``(iii) develop the knowledge and skills and enhance the 
     ability of teachers and other personnel responsible for 
     providing transition services to improve such services and 
     postsecondary opportunities for children with disabilities;
       ``(iv) enhance the ability of principals to provide 
     instructional leadership on, and teachers and other school 
     staff to use, strategies, such as positive behavioral 
     interventions, to address the behavior of children with 
     disabilities that impedes the learning of children with 
     disabilities and others; and
       ``(v) ensure that school personnel who work with students 
     with significant health, mobility, or behavior needs receive 
     training, as appropriate, prior to serving such students;
       ``(B) how the State will collaborate with institutions of 
     higher education and other entities that (on both a 
     preservice and an inservice basis) prepare personnel who work 
     with children with disabilities to develop such entities' 
     capacity to support quality professional development programs 
     that meet State and local needs;
       ``(C) how the State will identify model certification 
     programs that may be used to create and improve certification 
     requirements for personnel working with infants, toddlers, 
     preschoolers, and children with disabilities;
       ``(D) how the State will provide technical assistance to 
     local educational agencies, schools, and early intervention 
     providers to improve the quality of training and professional 
     development available to meet the needs of personnel that 
     serve children with disabilities;
       ``(E) how the State will work in collaboration with other 
     States, especially neighboring States, when possible, to--
       ``(i) address the lack of uniformity and reciprocity in the 
     credentialing of teachers and other personnel;
       ``(ii) support or develop programs to prepare personnel for 
     which there is not sufficient demand within a single State to 
     justify support or development of such a program of 
     preparation; and
       ``(iii) develop, as appropriate, common certification 
     criteria;
       ``(F) how the State will acquire and disseminate, to 
     teachers, administrators, related services personnel, other 
     service providers, and school board members, significant 
     knowledge derived from educational research and other 
     sources, and how the State will adopt promising practices, 
     materials, and technology;
       ``(G) how the State will recruit and retain qualified 
     personnel in geographic areas of greatest need, including 
     personnel with disabilities and personnel from groups that 
     are underrepresented in the fields of regular education, 
     special education, related services, and early intervention;
       ``(H) how the State will create collaborative training 
     models and provide for the joint training of parents and 
     special education, related services, and general education 
     personnel in providing quality services and programs, and 
     family involvement and support;
       ``(I) how the State will address systemic problems 
     associated with meeting the standards described in section 
     612(a)(15) and implementing the comprehensive system of 
     personnel development under section 612(a)(14), as identified 
     in Federal compliance reviews, including shortages of 
     qualified personnel; and
       ``(J) how the State will address the findings from the data 
     required to be gathered under section 618 and the steps the 
     State will take to ensure that poor and minority children are 
     not taught at higher rates than other children by 
     inexperienced, unqualified, or out-of-field teachers, 
     including the measures that the State educational agency will 
     use to evaluate and publicly report the progress of the State 
     educational agency with respect to such steps.
       ``(4) Coordination and integration.--Each application 
     submitted pursuant to this section shall--
       ``(A) include assurances that--
       ``(i) the personnel and professional development plan is 
     integrated, to the maximum extent possible, with State plans 
     and activities carried out under other Federal and State laws 
     that address personnel recruitment, retention, and training, 
     including plans carried out under titles I and II of the 
     Elementary and Secondary Education Act of 1965, the 
     Rehabilitation Act of 1973, the Higher Education Act of 1965, 
     and the Child Care and Development Block Grant Act of 1990, 
     as appropriate;
       ``(ii) the personnel and professional development plan is 
     integrated and based, to the maximum extent possible, on 
     research and activities supported by grants under sections 
     672 and 673 and conducted by institutions of higher education 
     throughout the State; and
       ``(iii) the improvement strategies described in paragraph 
     (3) will be coordinated with activities undertaken by public 
     and private institutions of higher education, as well as with 
     public and private sector resources, when appropriate; and
       ``(B) contain a description of the amount and nature of 
     funds from any other sources, including part B funds retained 
     for use at the State level for personnel and professional 
     development purposes under sections 611(f) and 619(d), and 
     part C funds used in accordance with section 638, that will 
     be committed to the systemic-change activities under this 
     section.
       ``(5) Other information.--A State educational agency shall 
     submit to the Secretary, at such time and in such manner as 
     the Secretary may require, such additional information 
     regarding the preparation and professional development of 
     personnel that serve children with disabilities in the 
     personnel and professional development plan.

     ``SEC. 654. STATE USE OF FUNDS.

       ``(a) In General.--A State educational agency that receives 
     a grant under this subpart shall--
       ``(1) expend funds not reserved under paragraph (2) to 
     carry out improvement strategies contained in the personnel 
     and professional development plan under section 653(c)(3); 
     and
       ``(2) in the case of a State educational agency serving a 
     State that the Secretary determines has not met the standards 
     in section 612(a)(15) or implemented the comprehensive system 
     of personnel development under section 612(a)(14), reserve 
     not less than 35 percent of funds made available through the 
     grant to award subgrants to local educational agencies as 
     described in section 657.
       ``(b) Contracts and Subcontracts.--Consistent with the 
     partnership agreement described under section 652(b), a State 
     educational agency shall award contracts or subgrants to 
     local educational agencies and institutions of higher 
     education with State-approved special education personnel 
     preparation programs, and may award contracts or subgrants to 
     the lead State agency for part C, or other nonprofit 
     entities, as appropriate, to carry out such State educational 
     agency's personnel and professional development plan under 
     this subpart.
       ``(c) Supplement, Not Supplant.--Funds received by a State 
     educational agency under this subpart shall be used to 
     supplement, and not supplant, non-Federal funds that would 
     otherwise be used for activities authorized under this 
     subpart.

     ``SEC. 655. STATE ALLOTMENTS.

       ``(a) In General.--The Secretary shall make a grant to each 
     State educational agency whose application the Secretary has 
     approved under section 653. Each grant shall consist of the 
     allotment determined for a State under subsection (b).
       ``(b) Determination of Allotments.--
       ``(1) Reservation of funds.--From the total amount 
     appropriated under section 658 for a fiscal year, the 
     Secretary shall reserve--
       ``(A) one-half of 1 percent for allotments for the United 
     States Virgin Islands, Guam, American Samoa, the Commonwealth 
     of the Northern Mariana Islands, the Republic of Palau, the 
     freely associated States of the Marshall Islands, and the 
     Federated States of Micronesia, to be distributed among those 
     areas on the basis of their relative need, as determined by 
     the Secretary, in accordance with the purpose of this 
     subpart; and
       ``(B) one-half of 1 percent for the Secretary of the 
     Interior for programs under this subpart in schools operated 
     or funded by the Bureau of Indian Affairs.
       ``(2) State allotments.--
       ``(A) Minimum allotment.--From the funds appropriated under 
     section 658, and not reserved under paragraph (1), the 
     Secretary shall allot to each of the 50 States, the District 
     of Columbia, and the Commonwealth of Puerto Rico an amount 
     for each fiscal year that is not less than $500,000.
       ``(B) Allotment of remaining funds.--For any fiscal year 
     for which the funds appropriated under section 658, and not 
     reserved under paragraph (1), exceed the total amount 
     required to make allotments under subparagraph (A), the 
     Secretary shall distribute to each of the States described in 
     subparagraph (A), the remaining excess funds after 
     considering--
       ``(i) the amount of the excess funds available for 
     distribution;
       ``(ii) the relative population of the States; and
       ``(iii) the scope and quality of activities proposed by the 
     States.
       ``(3) Funds to remain available.--Allotments made to States 
     under this section shall remain available until expended.
       ``(4) Reallotment.--If any State does not apply for an 
     allotment under this subsection for any fiscal year, the 
     Secretary shall reallot the amount of the allotment to the 
     remaining States in accordance with this subsection.

     ``SEC. 656. EVALUATIONS.

       ``(a) In General.--Each State educational agency that 
     receives a grant under this subpart shall submit an 
     evaluation to the Secretary at such time as the Secretary may 
     require, but not more frequently than annually.
       ``(b) Evaluation Components.--Each evaluation submitted to 
     the Secretary shall include--
       ``(1) the data contained in the needs assessment described 
     in section 653(c)(2);
       ``(2) a description of the progress made by the State in 
     implementing each of the strategies described in section 
     653(c)(3);
       ``(3) an assessment, conducted on a regular basis, of the 
     extent to which the personnel and professional development 
     plan has been effective in enabling States to meet the 
     standards described in section 612(a)(15) and

[[Page S3629]]

     implement the comprehensive system of personnel development 
     under section 612(a)(14); and
       ``(4) such other information as the Secretary may require.
       ``(c) Report.--The Secretary shall submit to Congress a 
     report on the evaluations received under this section.

     ``SEC. 657. SUBGRANT AWARDS TO LOCAL EDUCATIONAL AGENCIES.

       ``(a) In General.--From funds made available under section 
     654(a)(2), a State educational agency shall award a subgrant 
     to eligible local educational agencies to enable the eligible 
     local educational agencies to recruit and retain special 
     education teachers, paraprofessionals, and related services 
     providers, to ensure that such agency meets the requirements 
     in the policy adopted by the State in section 612(a)(15).
       ``(b) Eligible Local Educational Agency.--
       ``(1) In general.--A local educational agency shall be 
     eligible to receive a subgrant under this section if the 
     local educational agency--
       ``(A)(i) has failed to meet, or is in danger of failing to 
     meet, the standards described in section 612(a)(15);
       ``(ii) serves a high number or percentage of low-income 
     students; and
       ``(iii) has a demonstrated need to prepare and train new or 
     existing personnel to meet the needs of children with 
     disabilities; and
       ``(B) collects and uses data to determine local needs for 
     professional development, hiring, and retention of personnel, 
     as identified by the local educational agency and school 
     staff--
       ``(i) with the involvement of teachers, other personnel, 
     and parents; and
       ``(ii) after taking into account the activities that need 
     to be conducted--

       ``(I) to give general and special education teachers, 
     paraprofessionals, and related services personnel the means, 
     including subject matter knowledge and teaching skills, to 
     improve results and outcomes for students with disabilities; 
     and
       ``(II) to give principals the instructional leadership 
     skills to help teachers and related services personnel 
     provide students with the opportunity described in subclause 
     (I).

       ``(2) Consortium.--The term `eligible local educational 
     agency' may include a consortium of such agencies.
       ``(c) Application.--
       ``(1) In general.--An eligible local educational agency 
     that desires to receive a subgrant under this section shall 
     submit an application to the State educational agency at such 
     time, in such manner, and containing such information as the 
     State educational agency may reasonably require.
       ``(2) Contents.--Each application submitted under this 
     subsection shall include--
       ``(A) a description of the activities to be carried out by 
     the local educational agency and how such activities will 
     support the local educational agency's efforts to provide 
     professional development and to recruit and retain highly 
     qualified teachers; and
       ``(B) a description of the needs described in subsection 
     (b)(1)(B).
       ``(d) Grants Awarded.--State educational agencies shall 
     award grants under this section on the basis of the quality 
     of the applications submitted, except that State educational 
     agencies shall give priority to eligible local educational 
     agencies with the greatest need.
       ``(e) Use of Funds.--
       ``(1) In general.--An eligible local educational agency 
     that receives a subgrant under this section shall use the 
     funds made available through the subgrant to carry out 1 or 
     more of the following activities:
       ``(A) Providing high quality professional development for 
     special education teachers.
       ``(B) Providing high quality professional development to 
     personnel who serve infants, toddlers, and preschoolers with 
     disabilities.
       ``(C) Providing high quality professional development for 
     principals, including training in areas such as behavioral 
     supports in the school and classroom, paperwork reduction, 
     and promoting improved collaboration between special 
     education and general education teachers.
       ``(D) Mentoring programs.
       ``(E) Team teaching.
       ``(F) Case load reduction.
       ``(G) Paperwork reduction.
       ``(H) Financial incentives, as long as those incentives are 
     linked to participation in activities that have proven 
     effective in recruiting and retaining teachers and are 
     developed in consultation with the personnel of the eligible 
     local educational agency.
       ``(I) Hiring and training high quality paraprofessionals 
     and providing other high quality instructional support.
       ``(J) Partnering with institutions of higher education for 
     the training and retraining of teachers and to carry out any 
     other activities under this paragraph.
       ``(2) Effective programs.--Funds under this section shall 
     be used only for those activities that are linked to 
     participation in activities that have proven effective in 
     retaining teachers.
       ``(f) Matching Requirement.--Each eligible local 
     educational agency awarded a subgrant under this section 
     shall contribute matching funds, in an amount equal to not 
     less than 25 percent of the subgrant award, toward carrying 
     out the activities assisted under this section.

     ``SEC. 658. AUTHORIZATION OF APPROPRIATIONS.

       ``There are authorized to be appropriated to carry out this 
     subpart $250,000,000 for fiscal year 2004 and such sums as 
     may be necessary for each succeeding fiscal year.''.

     SEC. 3. ENHANCED SUPPORT AND TRAINING FOR BEGINNING SPECIAL 
                   EDUCATORS AND GENERAL EDUCATORS.

       Chapter 1 of subpart 2 of part D of the Individuals with 
     Disabilities Education Act (20 U.S.C. 1471 et seq.) is 
     amended by inserting after section 674 the following:

     ``SEC. 675. ENHANCED SUPPORT AND TRAINING FOR BEGINNING 
                   SPECIAL EDUCATORS.

       ``(a) Definitions.--In this section:
       ``(1) Eligible entity.--The term `eligible entity' means a 
     partnership between 1 or more institutions of higher 
     education with a State-approved special education personnel 
     program, and 1 or more local educational agencies.
       ``(2) Professional development partnership.--
       ``(A) In general.--The term `professional development 
     partnership' means a partnership between an eligible entity 
     and an elementary school or secondary school that is based on 
     a mutual commitment to improve teaching and learning.
       ``(B) Additional entities.--A professional development 
     partnership may include--
       ``(i) a State educational agency;
       ``(ii) a teaching organization;
       ``(iii) a professional association of principals; or
       ``(iv) a nonprofit organization whose primary purpose is--

       ``(I) education research and development; or
       ``(II) training special education and early intervention 
     personnel.

       ``(b) Authorization of Program.--
       ``(1) In general.--From amounts appropriated under 
     subsection (g) for a fiscal year, the Secretary shall award 
     grants to, or enter into contracts or cooperative agreements 
     with, eligible entities to enable such entities to establish 
     professional development partnerships to improve the 
     education of children with disabilities by--
       ``(A) ensuring a strong and steady supply of new highly 
     qualified teachers of children with disabilities;
       ``(B) helping address challenges in the local educational 
     agency to recruiting highly qualified teachers and retaining 
     such teachers; and
       ``(C) providing for an exchange of knowledge and skills 
     among special education teachers, including furthering the 
     development and professional growth of veteran special 
     education teachers.
       ``(2) Competitive basis.--Each grant, contract, or 
     cooperative agreement under this section shall be awarded or 
     entered into on a competitive basis.
       ``(3) Duration.--Each grant, contract, or cooperative 
     agreement under this section shall be awarded or entered into 
     for a period of not less than 3 and not more than 5 years.
       ``(4) Priority.--In awarding grants or entering into 
     contracts or cooperative agreements under this section, the 
     Secretary shall give priority to eligible entities that--
       ``(A) serve high numbers or percentages of low-income 
     students; and
       ``(B) serve schools that have failed to make adequate 
     yearly progress toward enabling children with disabilities to 
     meet academic achievement standards.
       ``(c) Applications.--An eligible entity desiring a grant, 
     contract, or cooperative agreement under this section shall 
     submit an application to the Secretary at such time, in such 
     manner, and accompanied by such information as the Secretary 
     may require. Each such application shall--
       ``(1) describe--
       ``(A) the proposed activities of the professional 
     development partnership and how the activities will be 
     developed in consultation with teachers;
       ``(B) how the proposed activities will prepare teachers to 
     implement research-based, demonstrably successful, and 
     replicable instructional practices that improve outcomes for 
     children with disabilities;
       ``(C) how the eligible entity will ensure the participation 
     of elementary schools or secondary schools as partners in the 
     professional development partnership, and how the research 
     and knowledge generated by the professional development 
     partnership will be disseminated and implemented in the 
     elementary schools or secondary schools that are served by 
     the local educational agency and are not partners in the 
     professional development partnership;
       ``(D) how the process for developing a new preservice 
     education program or restructuring an existing program will 
     improve teacher preparation at the institution of higher 
     education;
       ``(E) how the proposed activities will include the 
     participation of schools, colleges, or other departments 
     within the institution of higher education to ensure the 
     integration of pedagogy and content in teacher preparation;
       ``(F) how the proposed activities will increase the numbers 
     of qualified personnel, including paraprofessionals, 
     administrators, and related services personnel, that receive 
     certification and serve children with disabilities in 
     elementary schools or secondary schools;
       ``(G) how the proposed activities will recruit diverse 
     prospective special education teachers;
       ``(H) how the eligible entity will collaborate with the 
     State educational agency to ensure that proposed activities 
     will be coordinated with activities established by the

[[Page S3630]]

     State to improve systems for personnel preparation and 
     professional development pursuant to subpart 1;
       ``(I) how the grant funds will be divided among the members 
     of the professional development partnership and the 
     responsibilities each partner has agreed to undertake in the 
     use of the grant funds and other related funds; and
       ``(J) how the eligible entity will gather information in 
     order to assess the impact of the activities assisted under 
     this section on teachers and the students served under this 
     section; and
       ``(2) identify the lead fiscal agent of the professional 
     development partnership responsible for the receipt and 
     disbursement of funds under this section.
       ``(d) Authorized Activities.--Each eligible entity 
     receiving a grant or entering into a contract or cooperative 
     agreement under this section shall use the grant funds to 
     establish a professional development partnership that--
       ``(1) develops a preservice teacher education program, or 
     enhances and restructures an existing program, to prepare 
     special education teachers, at colleges or departments of 
     education within the institution of higher education, by 
     incorporating an additional 5th year clinical learning 
     opportunity, field experience, or supervised practicum into a 
     program of preparation and coursework for special education 
     teachers, that includes--
       ``(A) developing new curricula and coursework for the 
     preparation of prospective special education teachers, 
     including preparation to teach in core academic subjects;
       ``(B) support for new faculty positions to provide, 
     coordinate, and oversee instruction of the clinical learning 
     opportunity, field experience, or supervised practicum;
       ``(C) new, ongoing performance-based review procedures to 
     assist and support the learning of prospective special 
     education teachers;
       ``(D) providing assistance to students for stipends and 
     costs associated with tuition and fees for continued or 
     enhanced enrollment in a preparation program for special 
     education teachers; and
       ``(E) supporting activities that increase the placement of 
     highly qualified teachers in elementary schools and secondary 
     schools; or
       ``(2) creates or supports professional development schools 
     that--
       ``(A) provide high quality induction opportunities with 
     ongoing support for beginning special education teachers;
       ``(B) provide mentoring, of prospective and beginning 
     special education teachers by veteran special education 
     teachers, in instructional skills, classroom management 
     skills, and strategies to effectively assess student progress 
     and achievement;
       ``(C) provide high quality inservice professional 
     development to veteran special education teachers through the 
     ongoing exchange of information and instructional strategies 
     among prospective special education teachers and faculty of 
     the institution of higher education;
       ``(D) prepare special education teachers to--
       ``(i) work collaboratively with general education teachers 
     and related services personnel; and
       ``(ii) involve parents in the education of such parents' 
     children; and
       ``(E) provide preparation time for faculty in the 
     professional development school, and other faculty of the 
     institution of higher education, to design and implement 
     curriculum, classroom experiences, and ongoing professional 
     development opportunities for prospective and beginning 
     special education teachers.
       ``(e) Supplement, Not Supplant.--Funds appropriated under 
     this section shall be used to supplement and not supplant 
     other Federal, State, and local public funds available for 
     the professional development or preservice preparation of 
     special education teachers.
       ``(f) Evaluation.--
       ``(1) In general.--The Secretary shall conduct biennial, 
     independent, national evaluations of the activities assisted 
     under this part not later than 3 years after the date of 
     enactment of the Personnel Excellence for Students with 
     Disabilities Act. The evaluation shall include information on 
     the impact of the activities assisted under this section on 
     outcomes for children with disabilities.
       ``(2) Report.--The Secretary shall report to Congress on 
     the results of the evaluation.
       ``(3) Dissemination.--The Secretary shall widely 
     disseminate effective practices identified through the 
     evaluation.
       ``(g) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this section 
     $20,000,000 for fiscal year 2004, and such sums as may be 
     necessary for each succeeding fiscal year.

     ``SEC. 676. TRAINING TO SUPPORT GENERAL EDUCATORS.

       ``(a) Definitions.--In this section:
       ``(1) Eligible entities.--The term `eligible entity' means 
     a partnership that--
       ``(A) shall include--
       ``(i) 1 or more local educational agencies; and
       ``(ii) 1 or more State-approved special education personnel 
     preparation programs; and
       ``(B) may include a State educational agency, a teaching 
     organization, a professional association of principals, an 
     educational nonprofit organization, or another group or 
     institution that has expertise in special education and is 
     responsive to the needs of teachers.
       ``(2) General educator.--The term `general educator' 
     includes a teacher, a principal, a school superintendent, or 
     school faculty, such as a school counselor.
       ``(3) Postsecondary opportunities.--The term `postsecondary 
     opportunities' includes the transition from school to 
     postsecondary education, adult services, or work.
       ``(b) Authorization of Program.--
       ``(1) Assistance authorized.--The Secretary may award 
     grants to, or enter into contracts or cooperative agreements 
     with, eligible entities to enable the eligible entities to 
     provide professional development, leadership training, and 
     collaborative opportunities to general educators to ensure 
     that general educators have the skills and knowledge to meet 
     the needs of, and improve results for, children with 
     disabilities.
       ``(2) Competitive awards.--The Secretary shall award 
     grants, contracts, and cooperative agreements under this 
     section on a competitive basis.
       ``(c) Duration.--The Secretary shall award grants, 
     contracts, and cooperative agreements under this section for 
     a period of not less than 3 and not more than 5 years.
       ``(d) Application.--An eligible entity desiring a grant, 
     contract, or cooperative agreement under this section shall 
     submit an application to the Secretary at such time, in such 
     manner, and accompanied by such information as the Secretary 
     may require. Each such application shall--
       ``(1) describe--
       ``(A) the proposed activities to be assisted by the 
     eligible entity;
       ``(B) how the eligible entity will implement research-
     based, demonstrably successful, and replicable instructional 
     practices that improve outcomes for children with 
     disabilities;
       ``(C) how the eligible entity will implement training and 
     collaborative opportunities on a schoolwide basis in schools 
     within the local educational agency;
       ``(D) the eligible entity's strategy to provide general 
     educators with--
       ``(i) professional development focused on addressing the 
     needs of children with disabilities in their classrooms; and
       ``(ii) training and opportunities to collaborate with 
     special education teachers and related services personnel to 
     better serve students' needs;
       ``(E) the eligible entity's strategy to provide principals, 
     superintendents, and other administrators with instructional 
     leadership skills;
       ``(F) how the eligible entity will provide training to 
     general educators to enable the general educators to work 
     with parents and involve parents in their child's education;
       ``(G) how the eligible entity will collaborate with the 
     State educational agency to ensure that proposed activities 
     will be coordinated with activities established by the State 
     to improve systems for personnel preparation and professional 
     development pursuant to subpart 1;
       ``(H) how the grant funds will be effectively coordinated 
     with all Federal, State, and local personnel preparation and 
     professional development funds and activities;
       ``(I) how the eligible entity will assess the impact of the 
     activities conducted and how the knowledge and effective 
     practices generated by the eligible entity will be widely 
     disseminated;
       ``(J) how the grant funds will be divided among the members 
     of the partnership and the responsibilities each partner has 
     agreed to undertake in the use of the grant funds and other 
     related funds; and
       ``(2) identify the lead fiscal agent for the eligible 
     entity.
       ``(e) Authorized Activities.--Funds provided under this 
     section may be used for the following activities:
       ``(1) To provide high quality professional development to 
     general educators that develops the knowledge and skills, and 
     enhances the ability, of general educators to--
       ``(A) utilize classroom-based techniques to identify 
     students who may be eligible for special education services, 
     and deliver instruction in a way that meets the 
     individualized needs of children with disabilities through 
     appropriate supports, accommodations, and curriculum 
     modifications;
       ``(B) work collaboratively with special education teachers 
     and related services personnel;
       ``(C) implement strategies, such as positive behavioral 
     interventions, to address the behavior of children with 
     disabilities that impedes the learning of such children and 
     others;
       ``(D) prepare children with disabilities to participate in 
     statewide assessments (with and without accommodations) and 
     alternative assessment, as appropriate, and achieve high 
     marks;
       ``(E) develop effective practices for ensuring that all 
     children with disabilities are a part of all accountability 
     systems under the Elementary and Secondary Education Act of 
     1965;
       ``(F) provide transition services to improve such services 
     and postsecondary opportunities for children with 
     disabilities;
       ``(G) work with and involve parents of children with 
     disabilities in their child's education;
       ``(H) understand how to effectively construct IEPs, 
     participate in IEP meetings and implement IEPs;
       ``(I) use universally designed technology and assistive 
     technology devices and services

[[Page S3631]]

     to enhance learning by children with disabilities and to 
     communicate with parents; and
       ``(J) in the case of principals and superintendents, be 
     instructional leaders and promote improved collaboration 
     between general educators, special education teachers, and 
     related services personnel.
       ``(2) Provide release and planning time for the activities 
     described in this section.
       ``(f) Supplement, Not Supplant.--Funds provided under this 
     section shall be used to supplement, not supplant, other 
     Federal, State, and local funds available for training to 
     support general educators.
       ``(g) Evaluations.--
       ``(1) In general.--The Secretary shall conduct biennial, 
     independent, national evaluations of the activities assisted 
     under this section not later than 3 years after the date of 
     enactment of the Personnel Excellence for Students with 
     Disabilities Act. The evaluations shall include information 
     on the impact of the activities assisted under this section 
     on outcomes for children with disabilities.
       ``(2) Report.--The Secretary shall prepare and submit to 
     Congress a report on the evaluations.
       ``(3) Dissemination.--The Secretary shall provide for the 
     wide dissemination of effective models and practices 
     identified in the evaluations.
       ``(h) Authorization.--There are authorized to be 
     appropriated to carry out this section $20,000,000 for fiscal 
     year 2004 and such sums as may be necessary for each 
     succeeding fiscal year.''.

     SEC. 4. PERSONNEL PREPARATION TO IMPROVE SERVICES AND RESULTS 
                   FOR CHILDREN WITH DISABILITIES.

       Section 673 of the Individuals with Disabilities Education 
     Act (20 U.S.C. 1473) is amended--
       (1) in subsection (a)(1), by inserting before the semicolon 
     ``, consistent with subpart 1'';
       (2) in subsection (b)--
       (A) in paragraph (2)--
       (i) by amending subparagraph (C) to read as follows:
       ``(C) Preparing personnel in the innovative uses and 
     application of technology, including implementation of 
     universally designed technologies and assistive technology 
     devices and assistive technology services, to enhance 
     learning by children with disabilities through early 
     intervention, educational, and transitional services, and to 
     communicate with parents to improve home and school 
     communication.'';
       (ii) by redesignating subparagraphs (E) and (F) as 
     subparagraphs (F) and (G), respectively;
       (iii) by inserting after subparagraph (D) the following:
       ``(E) Preparing personnel to work in high need elementary 
     schools and secondary schools, including urban schools, rural 
     schools, and schools operated by an entity described in 
     section 7113(d)(1)(A)(ii) of the Elementary and Secondary 
     Education Act of 1965, and schools that serve high numbers or 
     percentages of limited English proficient children.''; and
       (iv) by adding at the end the following:
       ``(H) Providing continuous personnel preparation, training, 
     and professional development for beginning special education 
     teachers that is designed to provide support and ensure 
     retention of such teachers.
       ``(I) Preparing personnel on effective parental involvement 
     practices to enable the personnel to work with parents and 
     involve parents in the education of such parents' 
     children.''; and
       (B) by amending paragraph (4) to read as follows:
       ``(4) Selection of recipients.--In selecting recipients 
     under this subsection, the Secretary may give preference to 
     applications that include 1 or more of the following:
       ``(A) A proposal to prepare personnel in more than 1 low-
     incidence disability, such as deafness and blindness.
       ``(B) A demonstration of effective partnering with local 
     educational agencies that ensures recruitment and subsequent 
     retention of highly qualified personnel to serve children 
     with disabilities.
       ``(C) A proposal to address the personnel and professional 
     development needs in the State, as identified in subpart 
     1.'';
       (3) in subsection (d)(2)--
       (A) in subparagraph (C)--
       (i) in clause (i), by striking ``and'' after the semicolon;
       (ii) in clause (ii), by striking the period and inserting 
     ``; and''; and
       (iii) by adding at the end the following:
       ``(iii) to implement strategies to reduce significant 
     disproportionality described in section 618.'';
       (B) in subparagraph (E), by inserting before the period ``, 
     including model teaching practices to assist such persons to 
     work effectively with parents and involve parents in the 
     education of such parents' children''; and
       (C) by adding at the end the following:
       ``(L) Developing strategies to improve personnel training, 
     recruitment, and retention of special education teachers in 
     special education in high need elementary schools and 
     secondary schools, including urban schools, rural schools, 
     and schools operated by an entity described in section 
     7113(d)(1)(A)(ii) of the Elementary and Secondary Education 
     Act of 1965, and schools that serve high numbers of limited 
     English proficient children.'';
       (4) in subsection (e)(1), by inserting ``emotional or 
     behavioral disorders,'' after ``impairment,'';
       (5) in subsection (h)--
       (A) in paragraph (1)--
       (i) by striking ``2 years'' and inserting ``1 year''; and
       (ii) by striking ``Obligation.--'' and all that follows 
     through ``Each application'' and inserting ``Obligation.--
     Each application''; and
       (B) by striking paragraph (2);
       (6) by striking subsection (i) and inserting the following:
       ``(i) Scholarships.--
       ``(1) In general.--The Secretary may include funds for 
     scholarships, with necessary stipends and allowances, in 
     awards under subsections (b), (c), (d), and (e).
       ``(2) Determination of amounts.--The Secretary may permit a 
     grant recipient to determine the amount of funds available 
     for scholarships, necessary stipends, and allowances, that is 
     consistent with such recipient's grant award and the purposes 
     of such grant.'';
       (7) by redesignating subsection (j) as subsection (k);
       (8) by inserting after subsection (i) the following:
       ``(j) Development of New Programs or Restructuring of 
     Existing Programs.--In making awards under subsections (b), 
     (c), (d), and (e), the Secretary may support programs that 
     use award funds to develop new, or enhance and restructure 
     existing, personnel preparation programs.''; and
       (9) in subsection (k) (as redesignated by paragraph (7))--
       (A) by inserting ``$250,000,000 for fiscal year 2004 and'' 
     after ``this section''; and
       (B) by striking ``of the fiscal years 1998 through 2002'' 
     and inserting ``succeeding fiscal year''.
                                 ______