118 STAT. 2776 PUBLIC LAW 108–446—DEC. 3, 2004 incorporate best practices and scientifically based research, where applicable, in providing special education and gen eral education teachers, principals, administrators, and related services personnel with the knowledge and skills to effectively support students with disabilities, including— ‘‘(i) working collaboratively in regular classroom settings; ‘‘(ii) using appropriate supports, accommodations, and curriculum modifications; ‘‘(iii) implementing effective teaching strategies, classroom based techniques, and interventions to ensure appropriate identification of students who may be eligible for special education services, and to prevent the misidentification, inappropriate overidentification, or underidentification of children as having a disability, especially minority and limited English proficient chil dren; ‘‘(iv) effectively working with and involving parents in the education of their children; ‘‘(v) utilizing strategies, including positive behav ioral interventions, for addressing the conduct of chil dren with disabilities that impedes their learning and that of others in the classroom; ‘‘(vi) effectively constructing IEPs, participating in IEP meetings, and implementing IEPs; ‘‘(vii) preparing children with disabilities to partici pate in statewide assessments (with or without accom modations) and alternate assessments, as appropriate, and to ensure that all children with disabilities are a part of all accountability systems under the Elementary and Secondary Education Act of 1965; and ‘‘(viii) working 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 Sec ondary Education Act of 1965, and schools that serve high numbers or percentages of limited English pro ficient children. ‘‘(B) Developing, evaluating, and disseminating innova tive models for the recruitment, induction, retention, and assessment of new, highly qualified teachers to reduce teacher shortages, especially from groups that are under represented in the teaching profession, including individ uals with disabilities. ‘‘(C) Providing continuous personnel preparation, training, and professional development designed to provide support and ensure retention of special education and gen eral education teachers and personnel who teach and pro vide related services to children with disabilities. ‘‘(D) Developing and improving programs for para professionals to become special education teachers, related services personnel, and early intervention personnel, including interdisciplinary training to enable the para professionals to improve early intervention, educational, and transitional results for children with disabilities. ‘‘(E) In the case of principals and superintendents, providing activities to promote instructional leadership and
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