---
kind: "section"
citation: "20 U.S.C. § 1465"
title: "20"
title_heading: "Education"
number: "1465"
heading: "Interim alternative educational settings, behavioral supports, and systemic school interventions"
release: "119-102"
date: "2026-07-12"
url: "https://uscodex.org/usc/20/1465"
units:
  - "Chapter 33 — Education of Individuals with Disabilities"
  - "Subchapter IV — National Activities to Improve Education of Children with Disabilities"
  - "Part B — Personnel Preparation, Technical Assistance, Model Demonstration Projects, and Dissemination of Information"
---

# §1465. Interim alternative educational settings, behavioral supports, and systemic school interventions

- (a) **Program authorized—** The [Secretary](/usc/20/1401.md?p=28) 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
  - (2) providing increased behavioral supports and research-based, systemic interventions in schools.
- (b) **Authorized activities—** In carrying out this section, the [Secretary](/usc/20/1401.md?p=28) 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;
    - (B) training for administrators, teachers, [related services](/usc/20/1401.md?p=26-A) [personnel](/usc/20/1451.md?p=b), behavioral specialists, and other school staff in positive behavioral interventions and supports, behavioral intervention planning, and classroom and student management techniques;
    - (C) joint training for administrators, [parents](/usc/20/1401.md?p=23), teachers, [related services](/usc/20/1401.md?p=26-A) [personnel](/usc/20/1451.md?p=b), 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;
    - (D) developing or implementing specific curricula, programs, or interventions aimed at addressing behavioral problems;
    - (E) stronger linkages between school-based services and community-based resources, such as community mental health and primary care providers; or
    - (F) using behavioral specialists, [related services](/usc/20/1401.md?p=26-A) [personnel](/usc/20/1451.md?p=b), and other staff necessary to implement behavioral supports; or
  - (2) improve interim alternative educational settings by—
    - (A) improving the training of administrators, teachers, [related services](/usc/20/1401.md?p=26-A) [personnel](/usc/20/1451.md?p=b), behavioral specialists, and other school staff (including ongoing mentoring of new teachers) in behavioral supports and interventions;
    - (B) attracting and retaining a high quality, diverse staff;
    - (C) providing for referral to counseling services;
    - (D) utilizing research-based interventions, curriculum, and practices;
    - (E) allowing students to use instructional technology that provides individualized instruction;
    - (F) ensuring that the services are fully consistent with the goals of the individual student’s [IEP](/usc/20/1401.md?p=14);
    - (G) promoting effective case management and collaboration among [parents](/usc/20/1401.md?p=23), teachers, physicians, [related services](/usc/20/1401.md?p=26-A) [personnel](/usc/20/1451.md?p=b), behavioral specialists, principals, administrators, and other school staff;
    - (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
    - (I) providing for behavioral specialists to help students transitioning from interim alternative educational settings reintegrate into their regular classrooms.
- (c) **Definition of eligible entity—** In this section, the term “[eligible entity](/usc/20/1461.md?p=b-1)” means—
  - (1) a [local educational agency](/usc/20/1401.md?p=19-A); or
  - (2) a consortium consisting of a [local educational agency](/usc/20/1401.md?p=19-A) and 1 or more of the following entities:
    - (A) Another [local educational agency](/usc/20/1401.md?p=19-A).
    - (B) A community-based organization with a demonstrated record of effectiveness in helping children with disabilities who have behavioral challenges succeed.
    - (C) An [institution of higher education](/usc/20/1401.md?p=17).
    - (D) A community mental health provider.
    - (E) An [educational service agency](/usc/20/1401.md?p=5).
- (d) **Applications—** Any [eligible entity](/usc/20/1461.md?p=b-1) 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](/usc/20/1401.md?p=28) at such time, in such manner, and containing such information as the [Secretary](/usc/20/1401.md?p=28) may require; and
  - (2) involve [parents](/usc/20/1401.md?p=23) of participating students in the design and implementation of the activities funded under this section.
- (e) **Report and evaluation—** Each [eligible entity](/usc/20/1461.md?p=b-1) receiving a grant under this section shall prepare and submit annually to the [Secretary](/usc/20/1401.md?p=28) a report on the outcomes of the activities assisted under the grant.

## Source credit

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