,i #aacth ,,congress #ast ,session ,h4 ,r4 #aidj ,,in ,,the ,,house ,,of ,,representatives ,may #i1 #bjac ,mr4 ,loebsack 7for himself1 ,mr4 ,michaud1 ,mr4 ,payne1 ,ms4 ,mc,collum1 and ,mr4 ,price of ,north ,carolina7 introduced the following bill2 which was referred to the ,committee on ,education and the ,workforce ,a ,,bill ,to establish an ,office of ,specialized ,instructional ,support in the ,department of ,education and to provide grants to ,state educational agencies to reduce barriers to learning4 #a4 ,short title ,this ,act may be cited as the ,reducing ,barriers to ,learning ,act of #bjac4 #b4 ,findings ,the ,congress finds the following3 7#a7 ,interventions to increase students' bonding to school promote academic success by reducing barriers to learning4 7#b7 ,interventions that foster students' engagement in school have been shown to reduce high school dropout rates4 7#c7 ,interventions that strengthen students' social1 emotional1 and decisionmaking skills also positively impact their academic achievement1 both in terms of higher standardized test scores and better grades4 7#d7 ,prevention and early intervention programs that target elementary school-aged students who are academically and socially at risk have been shown to produce declines in special education referrals and placement1 suspension1 grade retention1 and disciplinary referrals4 7#e7 ,students with barriers to learning1 such as low levels of resilience assets 7such as high expectations and caring relationships at school71 have lower levels of academic achievement both in low- and high-performing schools4 7#f7 ,increasing students' engagement and sense of community in the school produces reductions in problem behaviors1 increased associations with prosocial peers1 and better academic performance4 7#g7 ,school mental health programs improve educational outcomes by decreasing absences and discipline referrals and improving test scores4 7#h7 ,students who receive social-emotional support and prevention services achieve better academically in school4 7#i7 ,while it is well recognized that mental health directly affects children's learning and development1 in a recent study one-third of school districts reported decreased funding for school mental health services at the same time that two-thirds reported increased need for such services4 7#aj7 ,nearly #ae to #ah percent of children and adolescents have a chronic health condition1 nearly half of whom could be considered disabled4 ,school nursing provides access to high quality1 cost-effective care to our ,nation's school children1 including the most vulnerable4 ,improving access and overall health outcomes supports positive learning outcomes in our schools4 7#aa7 ,school counseling programs are essential for students to achieve optimal personal growth1 acquire positive social skills and values1 set appropriate career goals1 and realize full academic potential to become productive1 contributing members of the world community4 7#ab7 ,seventy percent of children receiving services from speech-language pathologists make progress in emergent literacy skills1 and #ge percent make progress in word recognition1 an important component of literacy skills2 over two-thirds of classroom teachers report that students receiving these services show improved reading skills in the classroom4 7#ac7 ,use of creative arts therapies 7including art therapy1 dance_/movement therapy1 and music therapy7 promote learning and skill acquisition 7including enhanced literacy skills71 increased attention1 improved behavior1 increased socialization1 improved receptive_/expressive language1 self-expression1 and a more positive attitude for learning4 7#ad7 ,ninety-seven percent of children in the ,united ,states spend their days at school4 ,therefore1 the school can be an important site where health and education risks 7such as depression1 absenteeism1 and substance use7 may be identified and timely interventions initiated4 7#ae7 ,whole-school interventions using positive behavior support have been shown to decrease behavior problems while improving academic performance1 as measured by standardized tests in reading and mathematics4 7#af7 ,branches of ,federal agencies need to re-evaluate policies aimed at enhancing school-based mental health and become more proactive in providing leadership to achieve integrated1 collaborative1 and effective programs aimed at improving the mental health of ,america's children4 7#ag7 ,twenty percent of the #ec million children attending school in the ,united ,states will1 at some point1 meet the criteria for a diagnosable mental illness at a level of impairment that requires some type of intervention4 ,thus1 there is the potential that over #aj million children will need some type of help to meet the goals relating to emotional well-being in the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcja et seq474 7#ah7 ,more than three-quarters of schools have a coordinator of mental health and social services in the school2 nearly two-thirds of school districts have a coordinator who serves this role2 and one-half of the ,states have a coordinator of school mental health and social services4 ,however1 there is currently no person responsible for overseeing or promoting these services and supports in the ,department of ,education4 #c4 ,office of ,specialized ,instructional ,support 7a7 ,in general ,the ,department of ,education ,organization ,act 7#bj ,u4,s4,c4 #cdja et seq47 is amended by redesignating sections #bai and #bbj as sections #bbj and #bba1 respectively1 and by inserting after section #bah the following new section3 #bai4 ,office of ,specialized ,instructional ,support 7a7 ,establishment ,there shall be1 in the ,department1 an ,office of ,specialized ,instructional ,support 7referred to in this section as the ,office74 7b7 ,director 7#a7 ,appointment and reporting ,the ,office shall be under the direction of the ,director of ,specialized ,instructional ,support who shall be appointed by the ,secretary and who shall report directly to the ,deputy ,secretary4 7#b7 ,functions ,the ,director of ,specialized ,instructional ,support1 through the ,office1 shall carry out the following activities3 7,a7 ,improve specialized instructional support services in schools in order to better address barriers to student learning and improve academic achievement and educational results for students4 7,b7 ,identify and disseminate scientifically based practices in specialized instructional support services that effectively address barriers to education and improve both academic achievement and educational results for students4 7,c7 ,provide continuous training and professional development opportunities for specialized instructional support personnel and other personnel in the use of effective techniques to address academic1 behavioral1 emotional1 social1 mental health1 and functional needs4 7,d7 ,provide technical assistance to ,state specialized instructional support coordinators1 if any1 as well as to local and ,state educational agencies in the provision of effective1 scientifically based specialized instructional support services4 7,e7 ,coordinate specialized instructional support services programs and services in schools between the ,department and other ,federal agencies1 as appropriate4 4 7b7 ,clerical amendment ,the table of contents for such ,act is amended by redesignating the items relating to sections #bai and #bbj as relating to sections #bbj and #bba1 respectively1 and by inserting after the item relating to section #bah the following new item3 ,sec4 #bai4 ,office of ,specialized ,instructional ,support44 #d4 ,grants to state educational agencies to reduce barriers to learning 7a7 ,in general ,title ,i of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #fcja et seq47 is amended by redesignating part ,i as part ,j and by inserting after part ,h the following new part3 ,i ,reduced barriers to learning #aija4 ,purposes ,the purposes of this part are-- 7#a7 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 students2 7#b7 to promote comprehensive and coordinated delivery of services within and across ,federal1 ,state1 and local educational agencies and in collaboration with available community agencies supports and services2 7#c7 to promote evidenced-based practices that have demonstrated effectiveness in reducing barriers to learning and improving student outcomes2 7#d7 to monitor the access1 use1 availability1 and adequacy of resources1 services1 and personnel designed to specifically address barriers to learning at the district and individual school level2 7#e7 to assist in the recruitment1 retention1 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 level2 and 7#f7 to improve shared accountability for student outcomes by all school personnel4 #aijb4 ,grants to state educational agencies 7a7 ,grants 7#a7 ,in general ,the ,secretary may award competitive grants under this part to ,state educational agencies-- 7,a7 to establish or expand specialized instructional support services and programs at the ,state level that are designed to provide technical assistance1 and coordinate and support specialized instructional support services and programs1 for the purpose of addressing barriers to learning within local educational agencies and individual schools2 and 7,b7 to hire and support specialized instructional support services coordinators to provide such assistance1 coordination1 and support4 7#b7 ,barriers to learning ,for purposes of this part1 the term barriers to learning include any social1 emotional1 behavioral1 physical1 environmental1 or academic factor that substantially interferes with a student's ability to achieve academically and successfully complete secondary school4 ,such factors may include acute or transitional factors such as family conflict1 homelessness1 geographic relocation1 grief and loss1 emotional stress1 mental or physical illness1 or mild learning problems1 and more chronic or severe factors commonly associated with a disability4 7b7 ,priority ,in awarding grants under this section1 the ,secretary shall give priority to applications that demonstrate-- 7#a7 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 achievement2 7#b7 the greatest need based upon the limited amount of resources1 services1 or personnel 7within local educational agencies and individual schools7 available to specifically address barriers to learning and academic achievement2 and 7#c7 the greatest potential for program sustainability following the completion of the grant's duration4 7c7 ,matching requirement ,to be eligible to receive a grant under this section1 a ,state educational agency shall provide non-,federal matching funds equal to not less than #ej percent of the amount of the grant4 7d7 ,duration ,grants under this section shall be awarded for a period of not more than #e years4 7e7 ,administrative costs ,a ,state educational agency that receives a grant under this part may reserve not more than #ae percent of the grant funds for administrative expenses4 7f7 ,supplement2 not supplant ,funds made available under this part shall be used to supplement1 and not supplant1 any other ,federal1 ,state1 or local funds that would otherwise be available to carry out the activities assisted under this part4 #aijc4 ,state applications 7a7 ,in general ,each ,state educational agency seeking a grant under this part shall submit an application to the ,secretary at such time1 in such manner1 and accompanied by such information as the ,secretary may require4 7b7 ,contents ,each application for a grant under this section shall also describe-- 7#a7 the needs of the ,state in meeting the purposes of this part2 7#b7 if a ,state intends to hire a specialized instructional support services coordinator1 the qualifications of the specialized instructional support services coordinators demonstrating that personnel are knowledgeable and experienced in school systems1 operations1 and the specific role and function of specialized instructional support services2 7#c7 the specific leadership activities to be performed by the coordinators in order to address such purposes2 7#d7 the school population to be targeted for services by the specialized instructional support services2 7#e7 the specific student outcomes expected as a result of delivering these services2 7#f7 the adequacy of staffing as compared to student needs for specialized instructional support personnel1 especially personnel representing diverse cultural populations2 7#g7 the proposed strategies for recruiting and retaining specialized instructional support personnel1 including professional development1 mentoring1 and hiring incentives2 7#h7 the methods to be used to evaluate the outcomes and effectiveness of the program2 and 7#i7 how the ,state and local educational agencies will involve community groups1 social service agencies1 and other public and private entities in coordinated1 collaborative efforts to reduce barriers to learning4 #aijd4 ,evaluation and reporting 7a7 ,in general ,the ,secretary shall evaluate the programs assisted under this part4 7b7 ,reporting ,not later than #c years after grants are awarded under this part to the ,state educational agencies1 the ,secretary shall make publicly available a report-- 7#a7 detailing the results of the ,secretary's evaluation of each program assisted pursuant to a grant under this part2 7#b7 demonstrating how each ,state educational agency receiving a grant under this part reduced barriers to learning for students2 and 7#c7 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 groups1 social services agencies1 or other public or private service agencies working to reduce barriers to learning4 #aije4 ,authorizations ,there are authorized to carry out this part such sums as may be necessary for fiscal year #bjad and each of the #e succeeding fiscal years4 4 7b7 ,references to public services and personnel 7#a7 ,the ,elementary and ,secondary ,education ,act of #aife is amended-- 7,a7 by striking pupil services each place it appears in sections #aaad7;b77#a77;,b77iii77,i77aa71 #adaf7d71 and #daeb7b7 and inserting specialized instructional support services1 and 7,b7 by striking pupil services personnel each place it appears and inserting specialized instructional support personnel4 7#b7 ,paragraph 7#cf7 of section #iaja of such ,act 7#bj ,u4,s4,c4 #ghja7 is amended to read as follows3 7#cf7 ,specialized instructional support personnel2 specialized instructional support services 7,a7 ,specialized instructional support personnel ,the term specialized instructional support personnel means school counselors1 school social workers1 school psychologists1 school nurses1 and other qualified professional personnel involved in providing assessment1 diagnosis1 counseling1 educational1 therapeutic1 and other necessary services 7including related services as that term is defined in section #fjb of the ,individuals with ,disabilities ,education ,act7 as part of a comprehensive program to meet student needs4 7,b7 ,specialized instructional support services ,the term specialized instructional support services means the services provided by specialized instructional support personnel4 4 7c7 ,clerical amendments 7#a7 ,sections #aija through #aijh of part ,j of title ,i of the ,elementary and ,secondary ,education ,act of #aife 7as redesignated by subsection 7a77 are redesignated as sections #aiba through #aibh1 respectively4 7#b7 ,the table of contents for the ,elementary and ,secondary ,education ,act of #aife is amended by striking the items relating to part ,i of title ,i and inserting the following new items3 ,part ,i--,reduced ,barriers to ,learning ,sec4 #aija4 ,purposes4 ,sec4 #aijb4 ,grants to ,state educational agencies4 ,sec4 #aijc4 ,state applications4 ,sec4 #aijd4 ,evaluation and reporting4 ,sec4 #aije4 ,authorizations4 ,part ,j--,general ,provisions ,sec4 #aiba4 ,federal regulations4 ,sec4 #aibb4 ,agreements and records4 ,sec4 #aibc4 ,state administration4 ,sec4 #aibd4 ,local educational agency spending audits4 ,sec4 #aibe4 ,prohibition against ,federal mandates1 direction1 or control4 ,sec4 #aibf4 ,rule of construction on equalized spending4 ,sec4 #aibg4 ,state report on dropout data4 ,sec4 #aibh4 ,regulations for sections #aaaa and #aaaf4 4 7#c7 ,section #aibb of such ,act1 as redesignated by paragraph 7#a71 is amended by striking #aija and inserting #aiba4 7#d7 ,paragraph 7#aa7 of section #aaaa7;c7 of such ,act is amended by striking #aijc7;b7 and inserting #aibc7;b74