Sec. 4. Grants to state educational agencies to reduce barriers to learning
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Title I of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6301 et seq. ) is amended by redesignating part I as part J and by inserting after part H the following new part: The purposes of this part are— to build the capacity of States to identify and respond to the need for specialized instructional support services at the local educational agency level in order to promote student success for all students; to promote comprehensive and coordinated delivery of services within and across Federal, State, and local educational agencies and in collaboration with available community agencies supports and services; to promote evidenced-based practices that have demonstrated effectiveness in reducing barriers to learning and improving student outcomes; to monitor the access, use, availability, and adequacy of resources, services, and personnel designed to specifically address barriers to learning at the district and individual school level; to assist in the recruitment, retention, and adequate staffing of specialized instructional support personnel to meet the needs of students experiencing barriers to learning at the local educational agency and individual school level; and to improve shared accountability for student outcomes by all school personnel.
The Secretary may award competitive grants under this part to State educational agencies— to establish or expand specialized instructional support services and programs at the State level that are designed to provide technical assistance, and coordinate and support specialized instructional support services and programs, for the purpose of addressing barriers to learning within local educational agencies and individual schools; and to hire and support specialized instructional support services coordinators to provide such assistance, coordination, and support.
For purposes of this part, the term barriers to learning include any social, emotional, behavioral, physical, environmental, or academic factor that substantially interferes with a student’s ability to achieve academically and successfully complete secondary school. Such factors may include acute or transitional factors such as family conflict, homelessness, geographic relocation, grief and loss, emotional stress, mental or physical illness, or mild learning problems, and more chronic or severe factors commonly associated with a disability.
In awarding grants under this section, the Secretary shall give priority to applications that demonstrate— the greatest financial need based upon the percentage of students identified as requiring specialized instructional support services and programs in order to overcome barriers to learning and academic achievement; the greatest need based upon the limited amount of resources, services, or personnel (within local educational agencies and individual schools) available to specifically address barriers to learning and academic achievement; and the greatest potential for program sustainability following the completion of the grant’s duration.
To be eligible to receive a grant under this section, a State educational agency shall provide non-Federal matching funds equal to not less than 50 percent of the amount of the grant. Grants under this section shall be awarded for a period of not more than 5 years. A State educational agency that receives a grant under this part may reserve not more than 15 percent of the grant funds for administrative expenses. Funds made available under this part shall be used to supplement, and not supplant, any other Federal, State, or local funds that would otherwise be available to carry out the activities assisted under this part.
Each State educational agency seeking a grant under this part shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require. Each application for a grant under this section shall also describe— the needs of the State in meeting the purposes of this part; if a State intends to hire a specialized instructional support services coordinator, the qualifications of the specialized instructional support services coordinators demonstrating that personnel are knowledgeable and experienced in school systems, operations, and the specific role and function of specialized instructional support services; the specific leadership activities to be performed by the coordinators in order to address such purposes; the school population to be targeted for services by the specialized instructional support services; the specific student outcomes expected as a result of delivering these services; the adequacy of staffing as compared to student needs for specialized instructional support personnel, especially personnel representing diverse cultural populations; the proposed strategies for recruiting and retaining specialized instructional support personnel, including professional development, mentoring, and hiring incentives; the methods to be used to evaluate the outcomes and effectiveness of the program; and how the State and local educational agencies will involve community groups, social service agencies, and other public and private entities in coordinated, collaborative efforts to reduce barriers to learning.
The Secretary shall evaluate the programs assisted under this part. Not later than 3 years after grants are awarded under this part to the State educational agencies, the Secretary shall make publicly available a report— detailing the results of the Secretary’s evaluation of each program assisted pursuant to a grant under this part; demonstrating how each State educational agency receiving a grant under this part reduced barriers to learning for students; and demonstrating how each State educational agency receiving a grant under this part improved the coordination and collaboration of specialized instructional support services at the local and individual school level and with community groups, social services agencies, or other public or private service agencies working to reduce barriers to learning.
There are authorized to carry out this part such sums as may be necessary for fiscal year 2014 and each of the 5 succeeding fiscal years. . The Elementary and Secondary Education Act of 1965 is amended— by striking pupil services each place it appears in sections 1114(b)(1)(B)(iii)(I)(aa), 1416(4), and 4152(2) and inserting specialized instructional support services , and by striking pupil services personnel each place it appears and inserting specialized instructional support personnel .
Paragraph
(36)of section 9101 of such Act ( 20 U.S.C. 7801 ) is amended to read as follows: The term specialized instructional support personnel means school counselors, school social workers, school psychologists, school nurses, and other qualified professional personnel involved in providing assessment, diagnosis, counseling, educational, therapeutic, and other necessary services (including related services as that term is defined in section 602 of the Individuals with Disabilities Education Act) as part of a comprehensive program to meet student needs. The term specialized instructional support services means the services provided by specialized instructional support personnel. . Sections 1901 through 1908 of part J of title I of the Elementary and Secondary Education Act of 1965 (as redesignated by subsection (a)) are redesignated as sections 1921 through 1928, respectively. The table of contents for the Elementary and Secondary Education Act of 1965 is amended by striking the items relating to part I of title I and inserting the following new items: Part I—Reduced Barriers to Learning Sec. 1901. Purposes. Sec. 1902. Grants to State educational agencies. Sec. 1903. State applications. Sec. 1904. Evaluation and reporting. Sec. 1905. Authorizations. Part J—General Provisions Sec. 1921. Federal regulations. Sec. 1922. Agreements and records. Sec. 1923. State administration. Sec. 1924. Local educational agency spending audits. Sec. 1925. Prohibition against Federal mandates, direction, or control. Sec. 1926. Rule of construction on equalized spending. Sec. 1927. State report on dropout data. Sec. 1928. Regulations for sections 1111 and 1116. . Section 1922 of such Act, as redesignated by paragraph (1), is amended by striking 1901 and inserting 1921 . Paragraph
(11)of section 1111(c) of such Act is amended by striking 1903(b) and inserting 1923(b) .
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