1.This Act may be cited as
the Successful, Safe, and Healthy
Students Act of 2011
.
2.The purpose of this Act is to assist States
in developing and implementing comprehensive programs and strategies to foster
positive conditions for learning in public schools, in order to increase
academic achievement for all students through the provision of Federal
assistance to States for—
(1)promotion of
student physical health and well-being, nutrition, and fitness;
(2)promotion of
student mental health and well-being;
(3)prevention of
violence, harassment (which includes bullying), and substance abuse among
students; and
(4)promotion of safe
and supportive schools.
3.In this Act:
(1)Child and
adolescent psychiatrist; other qualified psychologist; school counselor; school
psychologist; school social workerThe terms child and
adolescent psychiatrist, other qualified psychologist,
school counselor, school psychologist, and
school social worker shall have the meanings given the terms in
section 5421(e) of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 7245(e)).
(2)The term conditions for learning means
conditions that advance student achievement and positive child and youth
development by proactively supporting schools (inclusive of in and around the
school building, pathways to and from the school and students’ homes,
school-sponsored activities, and electronic and social media involving students
or school personnel) that—
(A)promote physical,
mental, and emotional health;
(B)ensure physical
and emotional safety for students and staff;
(C)promote social,
emotional, and character development; and
(D)have the
following attributes:
(i)Provide
opportunities for physical activity, good nutrition, and healthy living.
(ii)Are free of
harassment (which includes bullying), abuse, dating violence, and all other
forms of interpersonal aggression or violence.
(iii)Prevent use and
abuse of drugs (including tobacco, alcohol, illegal drugs, and unauthorized use
of pharmaceuticals).
(iv)Are free of
weapons.
(v)Do
not condone or tolerate unhealthy or harmful behaviors, including
discrimination of any kind.
(vi)Help staff and
students to model positive social and emotional skills, including tolerance and
respect for others.
(vii)Promote concern
for the well-being of students, including through the presence of caring
adults.
(viii)Employ adults
who have—
(I)high expectations
for student conduct, character, and academic achievement; and
(II)the capacity to
establish supportive relationships with students.
(ix)Engage families
and community members in meaningful and sustained ways to promote positive
student academic achievement, developmental, and social outcomes.
(3)Conditions for
learning measurement system
(A)The term conditions for learning measurement
system means a State reporting and information system that measures
conditions for learning in the State and is, to the extent possible, part of
the State’s statewide longitudinal data system and with the State’s system for
reporting the data required under section 1111 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311).
(B)Such system shall—
(i)contain, at a
minimum, data from valid and reliable surveys of students and staff and the
indicators in clause (ii) that allow staff at the State, local educational
agencies, and schools to examine and improve school-level conditions for
learning;
(ii)collect
school-level data on—
(I)physical
education indicators;
(II)individual
student attendance and truancy;
(III)in-school
suspensions, out-of-school suspensions, expulsions, referrals to law
enforcement, school-based arrests, and disciplinary transfers (including
placements in alternative schools) by student;
(IV)the frequency,
seriousness, and incidence of violence and drug-related offenses resulting in
disciplinary action in elementary schools and secondary schools in the State;
and
(V)the incidence and
prevalence, age of onset, perception of health risk, and perception of social
disapproval of drug use and violence, including harassment (which includes
bullying), by youth and school personnel in schools and communities;
(iii)collect and
report data, including, at a minimum, the data described in subclauses (II),
(III), and (V) of clause (ii), in the aggregate and disaggregated by the
categories of race, ethnicity, gender, disability status, migrant status,
English proficiency, and status as economically disadvantaged, and cross
tabulated across all of such categories by gender and by disability;
(iv)protect student
privacy, consistent with applicable data privacy laws and regulations,
including section 444 of the General Education Provisions Act (20 U.S.C. 1232g,
commonly known as the Family Educational Rights and Privacy Act of
1974
); and
(v)to
the extent possible, utilize a web-based reporting system.
(C)In compiling the statistics required to measure
conditions for learning in the State—
(i)the
offenses described in subparagraph (B)(ii)(IV) shall be defined pursuant to the
State's criminal code, and aligned to the extent possible, with the Federal
Bureau of Investigation’s Uniform Crime Reports categories, but shall not
identify victims of crimes or persons accused of crimes and the collected data
shall include incident reports by school officials, anonymous student surveys,
and anonymous teacher surveys;
(ii)the performance
metrics that are established under section 5(i) shall be collected and the
performance on such metrics shall be defined and reported uniformly
statewide;
(iii)the State shall
collect, analyze, and use the data under subparagraph (B)(ii), as required
under section 5(g)(5), at least annually, except the indicators under
subparagraph (B)(ii)(V) may be collected, at a minimum, every 2 years;
and
(iv)grant recipients
and subgrant recipients shall use the data for planning and continuous
improvement of activities implemented under this Act, and may collect data for
indicators that are locally defined, and that are not reported to the State, to
meet local needs (so long as such indicators are aligned with the conditions
for learning).
(4)Drug and
violence preventionThe term drug and violence
prevention means—
(A)with respect to
drugs, prevention, early intervention, rehabilitation referral, or education
related to the abuse and illegal use of drugs (including tobacco, alcohol,
illegal drugs, and unauthorized use of pharmaceuticals) to—
(i)raise awareness
about the costs and consequences of substance use and abuse;
(ii)change
attitudes, perceptions, and social norms about the dangers and acceptability of
alcohol, tobacco, and drugs; and
(iii)reduce access
to and use of alcohol, tobacco, and drugs; and
(B)with respect to
violence, the promotion of school safety on school premises, going to and from
school, and at school-sponsored activities, through the creation and
maintenance of a school environment that—
(i)is
free of weapons;
(ii)fosters
individual responsibility and respect for the rights and dignity of
others;
(iii)employs
positive, preventative approaches to school discipline, such as schoolwide
positive behavior supports and restorative justice, that improve student
engagement while minimizing students’ removal from instruction and reducing
disparities among the subgroups of students described in section
1111(b)(2)(C)(v) of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311(b)(2)(C)(v)); and
(iv)demonstrates
preparedness and readiness to respond to, and recover from, incidents of school
violence, such that students and school personnel are free from—
(I)violent and
disruptive acts;
(II)harassment
(which includes bullying);
(III)sexual
harassment, dating violence, and abuse; and
(IV)victimization
associated with prejudice and intolerance.
(5)The term eligible local applicant means a
local educational agency, a consortium of local educational agencies, or a
nonprofit organization that has a track record of success in implementing the
proposed activities and has signed a memorandum of understanding with a local
educational agency or consortium of local educational agencies to—
(A)implement
school-based activities; and
(B)conduct
school-level measurement of conditions for learning that are consistent with
this Act.
(6)The
term harassment means conduct, including bullying, that is
sufficiently severe, persistent, or pervasive to limit a student’s ability to
participate in or benefit from a program or activity of a public school or
educational agency, or to create a hostile or abusive educational environment
at a program or activity of a public school or educational agency, including
acts of verbal, nonverbal, or physical aggression, intimidation, or hostility,
if such conduct is based on—
(A)a student’s
actual or perceived race, color, national origin, sex, disability, sexual
orientation, gender identity, or religion;
(B)the actual or
perceived race, color, national origin, sex, disability, sexual orientation,
gender identity, or religion of a person with whom a student associates or has
associated; or
(C)any other
distinguishing characteristics that may be defined by a State or local
educational agency.
(7)The term local educational agency
has the meaning given the term in section 9101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801).
(8)Physical
education indicatorsThe term physical education
indicators means a set of measures for instruction on physical activity,
health-related fitness, physical competence, and cognitive understanding about
physical activity. Such indicators shall be publicly reported annually in the
State’s conditions for learning measurement system, and shall include—
(A)for the State,
for each local educational agency in the State, and for each school in the
State, the average number of minutes that all students spend in required
physical education, and the average number of minutes that all students engage
in moderate to vigorous physical activity, as measured against established
recommended guidelines of the Centers for Disease Control and Prevention and
the Department of Health and Human Services;
(B)for the State,
the percentage of local educational agencies that have a required,
age-appropriate physical education curriculum that adheres to Centers for
Disease Control and Prevention guidelines and State standards;
(C)for the State,
for each local educational agency in the State, and for each school in the
State, the percentage of elementary school and secondary school physical
education teachers who are State licensed or certified to teach physical
education;
(D)for the State,
and for each local educational agency in the State, the percentage of schools
that have a State certified or licensed physical education teacher certified in
adapted physical education; and
(E)for each school
in the State, the number of indoor square feet and the number of outdoor square
feet used primarily for physical education.
(9)Programs to
promote mental healthThe term programs to promote mental
health means programs that—
(A)develop students’
social and emotional competencies; and
(B)link students
with local mental health systems as follows:
(i)Enhance, improve,
or develop collaborative efforts between school-based service systems and
mental health service systems to provide, enhance, or improve prevention,
diagnosis, and treatment services to students, and to improve student social
emotional competencies.
(ii)Enhance the
availability of crisis intervention services, appropriate referrals for
students potentially in need of mental health services, including suicide
prevention, and ongoing mental health services.
(iii)Provide
training for the school personnel and mental health professionals who will
participate in the program.
(iv)Provide
technical assistance and consultation to school systems, mental health
agencies, and families participating in the program.
(v)Provide services
that establish or expand school counseling and mental health programs
that—
(I)are comprehensive
in addressing the counseling, social, emotional, behavioral, mental health, and
educational needs of all students;
(II)use a
developmental, preventive approach to counseling and mental health
services;
(III)are
linguistically appropriate and culturally responsive;
(IV)increase the
range, availability, quantity, and quality of counseling and mental health
services in the elementary schools and secondary schools of the local
educational agency;
(V)expand counseling
and mental health services through school counselors, school social workers,
school psychologists, other qualified psychologists, or child and adolescent
psychiatrists;
(VI)use innovative
approaches to—
- (aa)increase
children's understanding of peer and family relationships, work and self,
decisionmaking, or academic and career planning; or
- (bb)improve peer
interaction;
(VII)provide
counseling and mental health services in settings that meet the range of
student needs;
(VIII)include
professional development appropriate to the activities covered in this
paragraph for teachers, school leaders, instructional staff, and appropriate
school personnel, including training in appropriate identification and early
intervention techniques by school counselors, school social workers, school
psychologists, other qualified psychologists, or child and adolescent
psychiatrists;
(IX)ensure a team
approach to school counseling and mental health services in the schools served
by the local educational agency;
(X)ensure work
toward ratios recommended—
- (aa)by
the American School Counselor Association of 1 school counselor to 250
students;
- (bb)by
the School Social Work Association of America of 1 school social worker to 400
students; and
- (cc)by
the National Association of School Psychologists of 1 school psychologist to
700 students; and
(XI)ensure that
school counselors, school psychologists, other qualified psychologists, school
social workers, or child and adolescent psychiatrists paid from funds made
available under this program spend a majority of their time counseling or
providing mental health services to students or in other activities directly
related to such processes.
(10)Programs to
promote physical activity, education, fitness, and nutritionThe
term programs to promote physical activity, education, fitness, and
nutrition means programs that increase and enable active student
participation in physical well-being activities and provide teacher
professional development. Such programs shall be comprehensive in nature, and
include opportunities for professional development for teachers of physical
education to stay abreast of the latest research, issues, and trends in the
field of physical education, and 1 or more of the following activities:
(A)Fitness education
and assessment to help students understand, improve, or maintain their physical
well-being.
(B)Instruction in a
variety of motor skills and physical activities designed to enhance the
physical, mental, social, and emotional development of every student.
(C)Development of,
and instruction in, cognitive concepts about motor skill and physical fitness
that support a lifelong healthy lifestyle.
(D)Opportunities to
develop positive social and cooperative skills through physical
activity.
(E)Instruction in
healthy eating habits and good nutrition.
(11)The
term Secretary means the Secretary of Education.
(12)The
term State has the meaning given the term in section 9101 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).
4.From amounts made available under section 9,
the Secretary shall reserve—
(1)for the first 3
years for which funding is made available under such section to carry out this
Act—
(A)not more than 30
percent of such amounts or $30,000,000, whichever amount is more, for State
conditions for learning measurement system grants, distributed to every State
(by an application process consistent with section 5(d)(1)) in an amount
proportional to each State’s share of funding under part A of title I of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.), to
develop the State’s conditions for learning measurement system, and to conduct
a needs analysis to meet the requirements of section 5(d)(2)(D); and
(B)not more than 68
percent of such amounts for Successful, Safe, and Healthy Students State Grants
under section 5;
(2)for the fourth
year and each subsequent year for which funding is made available under section
9 to carry out this Act, not less than 98 percent of such amounts for
Successful, Safe, and Healthy Students State Grants under section 5; and
(3)in each year for
which funding is made available under section 9 to carry out this Act, not more
than 2 percent of such amounts for technical assistance and evaluation.
5.Successful,
Safe, and Healthy Students State grants
(a)The
purpose of this section is to provide funding to States to implement
comprehensive programs that address conditions for learning in schools in the
State. Such programs shall be based on—
(1)scientifically
valid research; and
(2)an analysis of
need that considers, at a minimum, the indicators in the conditions for
learning measurement system.
(b)
(1)From amounts reserved under section 4 for Successful,
Safe, and Healthy Students State Grants, the Secretary shall award grants to
States to carry out the purpose of this section.
(2)
(A)If the total amount reserved under section 4 for
Successful, Safe, and Healthy Students State Grants for a fiscal year is
$500,000,000 or more, the Secretary shall allot to each State with an approved
application an amount that bears the same relationship to such total amount as
the amount received under part A of title I of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311 et seq.) by such State for such fiscal
year bears to the amount received under such part for such fiscal year by all
States.
(B)
(i)If the total amount reserved under section 4 for
Successful, Safe, and Healthy Students State Grants for a fiscal year is less
than $500,000,000, the Secretary shall award grants under this section on a
competitive basis.
(ii)Sufficient
size and scopeIn awarding grants on a competitive basis pursuant
to clause (i), the Secretary shall ensure that grant awards are of sufficient
size and scope to carry out required and approved activities under this
section.
(c)To
be eligible to receive a grant under this section, a State shall demonstrate
that it has—
(1)established a
statewide physical education requirement that is consistent with widely
recognized standards; and
(2)required all
local educational agencies in the State to—
(A)establish
policies that prevent and prohibit harassment (which includes bullying) in
schools; and
(B)provide—
(i)annual notice to
parents and students describing the full range of prohibited conduct contained
in such local educational agency’s discipline policies; and
(ii)grievance
procedures for students or parents to register complaints regarding the
prohibited conduct contained in such local educational agency’s discipline
policies, including—
(I)the name of the
local educational agency officials who are designated as responsible for
receiving such complaints; and
(II)timelines that
the local educational agency will follow in the resolution of such
complaints.
(d)
(1)A State that desires to receive a grant under this
section shall submit an application at such time, in such manner, and
containing such information as the Secretary may require.
(2)At a minimum, the application shall include—
(A)documentation of
the State’s eligibility to receive a grant under this section, as described in
subsection (c);
(B)an assurance that
the policies used to prohibit harassment (which includes bullying) in schools
required under subsection (c)(2)(A) emphasize alternatives to school suspension
that minimize students’ removal from grade-level instruction, promote mental
health, and only allow out-of-school punishments in severe or persistent
cases;
(C)a plan for
improving conditions for learning in schools in the State in a manner
consistent with the requirements of the program that may be a part of a broader
statewide child and youth plan, if such a plan exists and is consistent with
the requirements of this Act;
(D)a needs analysis
of the conditions for learning in schools in the State, which—
(i)shall include a
description of, and data measuring, the State's conditions for learning;
and
(ii)may be a part of
a broader statewide child and youth needs analysis, if such an analysis exists
and is consistent with the requirements of this Act;
(E)a description of
how the activities the State proposes to implement with grant funds are
responsive to the results of the needs analysis described in subparagraph (C);
and
(F)a description of
how the State will—
(i)develop, adopt,
adapt, or implement the State's conditions for learning measurement system, and
how the State will ensure that all local educational agencies and schools in
the State participate in such system;
(ii)ensure the
quality of the State's conditions for learning data collection, including the
State's plan for survey administration and for ensuring the reliability and
validity of survey instruments;
(iii)coordinate the
proposed activities with other Federal and State programs, including programs
funded under this Act, which may include programs to expand learning time and
for before- and after-school programming in order to provide sufficient time to
carry out the activities described in this Act;
(iv)assist local
educational agencies to align activities with funds the agencies receive under
the program with other funding sources in order to support a coherent and
non-duplicative program;
(v)solicit and
approve subgrant applications, including how the State will—
(I)allocate funds
for statewide activities and subgrants for each year of the grant, consistent
with allocation requirements under subsection (h)(2); and
(II)consider the
results of the analysis described in subparagraph (C) in the State’s
distribution of subgrants;
(vi)address the
needs of diverse geographic areas in the State, including rural and urban
communities;
(vii)provide
assistance to local educational agencies and schools in their efforts to
prevent and appropriately respond to incidents of harassment (which includes
bullying), including building the capacity of such agencies and schools to
educate family and community members regarding the agencies' and schools'
respective roles in preventing and responding to such incidents; and
(viii)provide
assistance to local educational agencies and schools in their efforts to
implement positive, preventative approaches to school discipline, such as
schoolwide positive behavior supports and restorative justice, that improve
student engagement while minimizing students’ removal from instruction and
reducing significant school discipline rates and disciplinary disparities among
the subgroups of students described in section 1111(b)(2)(C)(v) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)(2)(C)(v)).
(3)The Secretary shall establish a peer review process to
review applications submitted under this subsection.
(e)
(1)A State that receives a grant under this section may
receive funding for not more than 5 years in accordance with this
subsection.
(2)The Secretary shall award grants under this section for an
initial period of not more than 3 years.
(3)The Secretary may extend a competitive grant awarded to
a State under this section for not more than an additional 2 years if the State
shows sufficient improvement, as determined by the Secretary, against baseline
data for the performance metrics established under subsection (i).
(f)Reservation and
use of fundsA State that receives a grant under this section
shall—
(1)reserve not more
than 10 percent of the grant funds for administration of the program, technical
assistance, and the development, improvement, and implementation of the State’s
conditions for learning measurement system, as described in paragraphs (1)
through (5) of subsection (g); and
(2)use the remainder
of grant funds after making the reservation under paragraph (1) to award
subgrants, on a competitive basis, to eligible local applicants.
(g)Required State
activitiesA State that receives a grant under this section
shall—
(1)not later than 1
year after receipt of the grant, develop, adapt, improve, or adopt and
implement a statewide conditions for learning measurement system (unless the
State can demonstrate, to the satisfaction of the Secretary, that an
appropriate system has already been implemented) that annually measures the
State’s progress in the conditions for learning for every public school in the
State;
(2)collect
information in each year of the grant on the conditions for learning at the
school-building level through comprehensive needs assessments of students,
school staff, and family perceptions, experiences, and behaviors;
(3)collect annual
incident data at the school-building level that are accurate and
complete;
(4)publicly report,
at the school level and district level, the data collected in the conditions
for learning measurement system each year in a timely and highly accessible
manner;
(5)use, on a
continuous basis, the results of the conditions for learning measurement system
to—
(A)identify and
address conditions for learning statewide;
(B)help subgrantees
identify and address school and student needs; and
(C)provide
individualized assistance to the lowest-performing schools (consistent with
section 1116 of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6316)) and schools with significant conditions for learning weaknesses as
identified through the conditions for learning measurement system with
implementation of activities under this Act; and
(6)award subgrants,
consistent with subsection (h), to eligible local applicants.
(h)
(1)
(A)A State that receives a grant under this section shall
award subgrants, on a competitive basis, to eligible local applicants (which
may apply in partnership with 1 or more community-based organizations)—
(i)based on need as
identified by data from State and local conditions for learning measurement
systems;
(ii)that are of
sufficient size and scope to enable subgrantees to carry out approved
activities; and
(iii)to implement
programs that—
(I)are comprehensive
in nature;
(II)are based on
scientifically valid research;
(III)are consistent
with achieving the conditions for learning;
(IV)are part of a
strategy to achieve all the conditions for learning; and
(V)address 1 or more
of the categories described in paragraph (2)(A).
(B)A
State that receives a grant under this section shall provide assistance to
subgrant applicants and recipients in the selection of scientifically valid
programs and interventions.
(2)
(A)In awarding subgrants under this section, each State
shall ensure that, for the aggregate of all subgrants awarded by the
State—
(i)not
less than 20 percent of the subgrant funds are allocated to carry out drug and
violence prevention;
(ii)not less than 20
percent of the subgrant funds are allocated to carry out programs to promote
mental health; and
(iii)not less than
20 percent of the subgrant funds are allocated to carry out programs to promote
physical activity, education, fitness, and nutrition.
(B)Nothing in this section shall be construed to
require States, in making subgrants to eligible local applicants, to require
subgrant recipients to use 20 percent of grant funds for drug and violence
prevention, 20 percent of grant funds for the promotion of mental health, and
20 percent of grant funds for the promotion of physical activity, education,
fitness, and nutrition.
(3)An
eligible local applicant that desires to receive a subgrant under this
subsection shall submit to the State an application at such time, in such
manner, and containing such information as the State may require.
(4)In
awarding subgrants under this subsection, a State shall give priority to
applications that—
(A)demonstrate the
greatest need according to the results of the State’s conditions for learning
survey; and
(B)propose to serve
schools with the highest concentrations of poverty, based on the percentage of
students receiving or are eligible to receive a free or reduced price lunch
under the Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et
seq.).
(5)Activities of
subgrant recipientsEach recipient of a subgrant under this
subsection shall, for the duration of the subgrant—
(A)carry out
activities—
(i)the
need for which has been identified, at a minimum, through the conditions for
learning measurement system; and
(ii)that are part of
a comprehensive strategy or framework to address such need, in 1 or more of the
3 categories identified in paragraph (2)(A);
(B)ensure that each
framework, intervention, or program selected be based on scientifically valid
research and be used for the purpose for which such framework, intervention, or
program was found to be effective;
(C)use school-level
data from the statewide conditions for learning measurement system to inform
the implementation and continuous improvement of activities carried out under
this Act;
(D)use data from the
statewide conditions for learning measurement system to identify challenges
outside of school or off school grounds, (including the need for safe passages
for students to and from school), and collaborate with 1 or more
community-based organization to address such challenges;
(E)collect and
report to the State educational agency, data for schools served by the subgrant
recipient, in a manner consistent with the State’s conditions for learning
measurement system;
(F)establish
policies to expand access to quality physical activity opportunities,
(including school wellness policies) and establish active school wellness
councils, consistent with the requirements of the Child Nutrition Act of 1966
(42 U.S.C. 1771 et seq.), which may be part of existing school councils, if
such councils exist and have the capacity and willingness to address school
wellness;
(G)engage family
members and community-based organizations in the development of conditions for
learning surveys, and in the planning, implementation, and review of the
subgrant recipient’s efforts under this Act; and
(H)consider and
accommodate the unique needs of students with disabilities and English language
learners in implementing activities.
(i)
(1)Establishment
of Performance MetricsThe Secretary, acting through the Director
of the Institute of Education Sciences, shall establish program performance
metrics to measure the effectiveness of the activities carried out under this
Act.
(2)Each State that receives a grant under this Act shall
prepare and submit an annual report to the Secretary, which shall include
information relevant to the conditions for learning, including on progress
towards meeting outcomes for the metrics established under paragraph
(1).
6.Funds reserved
for SecretaryFrom the amount
reserved under section 4(3), the Secretary shall—
(1)direct the
Institute of Education Sciences to conduct an evaluation of the impact of the
practices funded or disseminated by the Successful, Safe, and Healthy Students
State Grants program; and
(2)provide technical
assistance to applicants, recipients, and subgrant recipients of the programs
funded under this Act.
7.No funds appropriated
under this Act may be used to pay for—
(1)school resource officer or other security
personnel salaries, metal detectors, security cameras, or other
security-related salaries, equipment, or expenses;
(2)drug testing
programs; or
(3)the development,
establishment, implementation, or enforcement of zero-tolerance discipline
policies, other than those expressly required under the Gun-Free Schools Act
(20 U.S.C. 7151 et seq.).
8.Federal and
State nondiscrimination lawsNothing in this Act shall be construed to
invalidate or limit nondiscrimination principles or rights, remedies,
procedures, or legal standards available to victims of discrimination under any
other Federal law or law of a State or political subdivision of a State,
including title VI of the Civil Rights Act of 1964 (42 U.S.C. 2000d et seq.),
title IX of the Education Amendments of 1972 (20 U.S.C. 1681 et seq.), section
504 or 505 of the Rehabilitation Act of 1973 (29 U.S.C. 794 and 794a), or the
Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et seq.). The
obligations imposed by this Act are in addition to those imposed by title VI of
the Civil Rights Act of 1964 (42 U.S.C. 2000d et seq.), title IX of the
Education Amendments of 1972 (20 U.S.C. 1681 et seq.), section 504 of the
Rehabilitation Act of 1973 (29 U.S.C. 794), and the Americans with Disabilities
Act of 1990 (42 U.S.C. 12101 et seq.).
9.Authorization of
appropriationsThere are
authorized to be appropriated to carry out this Act $1,000,000,000 for fiscal
year 2012 and such sums as may be necessary for each of the 5 succeeding fiscal
years.