{"identifier":"/us/usc/t20/s1465","title_num":"20","num":"§ 1465.","heading":"Interim alternative educational settings, behavioral supports, and systemic school interventions","status":null,"guid":"idd112aaaa-4aa6-11eb-afbc-da62fdf49fd5","source_credit":"(Pub. L. 91–230, title VI, § 665, as added Pub. L. 108–446, title I, § 101, Dec. 3, 2004, 118 Stat. 2786.)","seq_in_title":936,"parent_identifier":"/us/usc/t20/ch33/schIV/ptB","ancestors":[{"identifier":"/us/usc/t20","level":"title","num":"Title 20—","heading":"EDUCATION","status":null,"is_section":false},{"identifier":"/us/usc/t20/ch33","level":"chapter","num":"CHAPTER 33—","heading":"EDUCATION OF INDIVIDUALS WITH DISABILITIES","status":null,"is_section":false},{"identifier":"/us/usc/t20/ch33/schIV","level":"subchapter","num":"SUBCHAPTER IV—","heading":"NATIONAL ACTIVITIES TO IMPROVE EDUCATION OF CHILDREN WITH DISABILITIES","status":null,"is_section":false},{"identifier":"/us/usc/t20/ch33/schIV/ptB","level":"part","num":"Part B—","heading":"Personnel Preparation, Technical Assistance, Model Demonstration Projects, and Dissemination of Information","status":null,"is_section":false}],"xml":"
§ 1465. Interim alternative educational settings, behavioral supports, and systemic school interventions(a) Program authorizedThe Secretary may award grants, and enter into contracts and cooperative agreements, to support safe learning environments that support academic achievement for all students by—(1) improving the quality of interim alternative educational settings; and\n\n(2) providing increased behavioral supports and research-based, systemic interventions in schools.\n\n\n(b) Authorized activitiesIn carrying out this section, the Secretary may support activities to—(1) establish, expand, or increase the scope of behavioral supports and systemic interventions by providing for effective, research-based practices, including—(A) training for school staff on early identification, prereferral, and referral procedures;\n\n(B) training for administrators, teachers, related services personnel, behavioral specialists, and other school staff in positive behavioral interventions and supports, behavioral intervention planning, and classroom and student management techniques;\n\n(C) joint training for administrators, parents, teachers, related services personnel, behavioral specialists, and other school staff on effective strategies for positive behavioral interventions and behavior management strategies that focus on the prevention of behavior problems;\n\n(D) developing or implementing specific curricula, programs, or interventions aimed at addressing behavioral problems;\n\n(E) stronger linkages between school-based services and community-based resources, such as community mental health and primary care providers; or\n\n(F) using behavioral specialists, related services personnel, and other staff necessary to implement behavioral supports; or\n\n\n(2) improve interim alternative educational settings by—(A) improving the training of administrators, teachers, related services personnel, behavioral specialists, and other school staff (including ongoing mentoring of new teachers) in behavioral supports and interventions;\n\n(B) attracting and retaining a high quality, diverse staff;\n\n(C) providing for referral to counseling services;\n\n(D) utilizing research-based interventions, curriculum, and practices;\n\n(E) allowing students to use instructional technology that provides individualized instruction;\n\n(F) ensuring that the services are fully consistent with the goals of the individual student’s IEP;\n\n(G) promoting effective case management and collaboration among parents, teachers, physicians, related services personnel, behavioral specialists, principals, administrators, and other school staff;\n\n(H) promoting interagency coordination and coordinated service delivery among schools, juvenile courts, child welfare agencies, community mental health providers, primary care providers, public recreation agencies, and community-based organizations; or\n\n(I) providing for behavioral specialists to help students transitioning from interim alternative educational settings reintegrate into their regular classrooms.\n\n\n\n(c) Definition of eligible entityIn this section, the term “eligible entity” means—(1) a local educational agency; or\n\n(2) a consortium consisting of a local educational agency and 1 or more of the following entities:(A) Another local educational agency.\n\n(B) A community-based organization with a demonstrated record of effectiveness in helping children with disabilities who have behavioral challenges succeed.\n\n(C) An institution of higher education.\n\n(D) A community mental health provider.\n\n(E) An educational service agency.\n\n\n\n(d) ApplicationsAny eligible entity that wishes to receive a grant, or enter into a contract or cooperative agreement, under this section shall—(1) submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require; and\n\n(2) involve parents of participating students in the design and implementation of the activities funded under this section.\n\n\n(e) Report and evaluation

Each eligible entity receiving a grant under this section shall prepare and submit annually to the Secretary a report on the outcomes of the activities assisted under the grant.

\n\n\n(Pub. L. 91–230, title VI, § 665, as added Pub. L. 108–446, title I, § 101, Dec. 3, 2004, 118 Stat. 2786.)\n
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