[Congressional Bills 117th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3549 Introduced in House (IH)]

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117th CONGRESS
  1st Session
                                H. R. 3549

To direct the Secretary of Education to establish a pilot grant program 
    to develop, implement, and evaluate comprehensive mental health 
services programs in elementary schools and secondary schools, and for 
                            other purposes.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                              May 25, 2021

  Mr. Trone introduced the following bill; which was referred to the 
                    Committee on Education and Labor

_______________________________________________________________________

                                 A BILL


 
To direct the Secretary of Education to establish a pilot grant program 
    to develop, implement, and evaluate comprehensive mental health 
services programs in elementary schools and secondary schools, and for 
                            other purposes.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Comprehensive Mental Health in 
Schools Pilot Program Act of 2021''.

SEC. 2. MENTAL HEALTH PILOT GRANT PROGRAM.

    (a) Purposes.--The purposes of the program established under this 
section are to--
            (1) prioritize, with respect to all elementary school and 
        secondary school students--
                    (A) academic, cognitive, social-emotional, and 
                identity development;
                    (B) mental and behavioral health; and
                    (C) physical health;
            (2) meet the priorities described in paragraph (1) by 
        intervening with equitable multi-tier systems of support;
            (3) support measurable outcomes, which focus on continuous 
        improvement instead of punitive measures;
            (4) ensure equitable access to high-quality, safe, and 
        supportive learning environments;
            (5) integrate the teaching of social, emotional, and 
        cognitive learning skills and competencies throughout all 
        aspects of the elementary school and secondary school 
        environments, including through standalone measures;
            (6) use evidence-based instructional materials, practices, 
        programs, and resources to implement the practices described in 
        paragraph (5);
            (7) build expertise among trusted adults with respect to 
        responding to the mental and behavioral health needs of 
        students in elementary school and secondary school communities, 
        including teachers, administrators, specialized instructional 
        support personnel, paraprofessionals, other staff, parents, and 
        caregivers; and
            (8) hire a full complement of mental and behavioral health 
        professionals to ensure an appropriate ratio of students to 
        such professionals.
    (b) In General.--Not later than 90 days after the date of the 
enactment of this Act, the Secretary shall establish a pilot grant 
program to award grants, on a competitive basis, to local educational 
agencies to--
            (1) establish, develop, implement, and evaluate a 
        comprehensive, multi-tier system of support with respect to 
        mental and behavioral health services programs in elementary 
        schools and secondary schools served by such local educational 
        agencies; and
            (2) fully fund comprehensive mental and behavioral health 
        services in such elementary schools and secondary schools.
    (c) Consultation and Assistance.--In establishing the program under 
subsection (b), the Secretary shall--
            (1) consult with nationally-recognized organizations that 
        identify, support, and advocate for evidence-based social-
        emotional learning policy and practices and multi-tier systems 
        of support within elementary schools and secondary schools;
            (2) consult with nationally recognized organizations--
                    (A) with expertise in child, adolescent, and 
                developmental mental health; and
                    (B) that identify, support, and advocate for 
                evidence-based prevention of, and intervention for, 
                child trauma; and
            (3) provide technical assistance to grant recipients with 
        respect to implementation and execution of activities under 
        this section.
    (d) Application.--
            (1) In general.--To be eligible for a grant under this 
        section, a local educational agency shall submit to the 
        Secretary an application at such time, in such manner, and 
        containing such information as the Secretary may require, 
        including--
                    (A) a needs assessment;
                    (B) a plan to--
                            (i) during the grant period described in 
                        subsection (f), implement the activities 
                        described under subsection (h); and
                            (ii) after the conclusion of the grant 
                        period described in subsection (f), maintain 
                        such activities; and
                    (C) a cost assessment with respect to implementing 
                the plan described in subparagraph (B).
            (2) Timing.--A local educational agency may only submit an 
        application during the period--
                    (A) beginning on the date that the Secretary 
                establishes the program under subsection (b); and
                    (B) ending on the date that is 120 days after the 
                date described in subparagraph (A).
            (3) Notification period.--The Secretary shall notify each 
        local educational agency that submits an application under this 
        subsection of the decision to award, or not award, a grant to 
        such agency not later than 90 days after the date that is the 
        final day of the period described in paragraph (2)(B).
    (e) Priority.--In awarding grants under this section, the Secretary 
shall give priority to local educational agencies that--
            (1) serve high-poverty elementary schools and secondary 
        schools; and
            (2) with respect to the services described in paragraphs 
        (3) and (4) of subsection (h)--
                    (A) provide such services within such elementary 
                schools and secondary schools; or
                    (B) provide an assurance, in the application 
                submitted under subsection (d), that such local 
                educational agency will use grant funds awarded under 
                this section to implement such services within such 
                elementary schools and secondary schools.
    (f) Grant Period.--
            (1) Duration.--A grant awarded under this section shall be 
        for a period of 4 consecutive academic years.
            (2) Beginning of grant period.--The grant period described 
        in paragraph (1) shall begin on the date that is the first day 
        of the first academic year beginning after the Secretary 
        notifies each local educational agency under subsection (d)(3).
    (g) Supplement Not Supplant.--Grant funds provided under this 
section shall be used to supplement, not supplant, other Federal, 
State, or local funds available to carry out the activities described 
in subsection (h).
    (h) Grant Uses.--A local educational agency shall use grant funds 
awarded under this section for the following activities:
            (1) Evaluating the needs of the elementary schools and 
        secondary schools served by such local educational agency with 
        respect to the activities described in paragraphs (2) through 
        (4).
            (2) Implementing, in consultation with teachers and school 
        mental and behavioral health professionals, evidence-based 
        universal social-emotional learning programs, approaches, and 
        supports, including by--
                    (A) incorporating principles of motivation and 
                engagement and resiliency training into class 
                instruction;
                    (B) promoting connections by establishing regular 
                collaboration and communication between and among 
                students, parents, caregivers, and staff;
                    (C) promoting a safe, equitable, supportive, and 
                healthy school climate that is racially, culturally, 
                developmentally, and linguistically responsive to 
                encourage positive behavior and academic engagement;
                    (D) establishing racially, culturally, 
                developmentally, and linguistically appropriate 
                evidence-based trauma-informed and trauma-competent 
                practices to support students and staff;
                    (E) establishing evidence-informed psychological 
                supports for students and staff to promote a sense of 
                agency, safety, calmness, self-efficacy, mindfulness, 
                and coping skills; and
                    (F) adopting positive, non-punitive, restorative 
                policies to address challenging behaviors, discipline, 
                and de-escalation, focused on developing, maintaining, 
                and repairing relationships in place of utilizing 
                retributive and exclusionary practices.
            (3) Implementing targeted interventions that are equitable 
        for all students and that support emotional management, goal 
        setting, and establishing routines and consistency, including--
                    (A) evidence-based and trauma-informed screening 
                and referral to mental and behavioral health services;
                    (B) small groups for support, problem-solving, and 
                strengthening collaborations;
                    (C) peer support groups;
                    (D) parent and caregiver engagement;
                    (E) periodic check-in meetings with students during 
                the regular school day;
                    (F) by monitoring for evidence of food insecurity, 
                homelessness, neglect, and abuse, including with 
                respect to disadvantaged students; and
                    (G) personalized learning experiences, 
                accommodations, modifications, and technical supports 
                as appropriate for students.
            (4) Implementing intensive supports, including--
                    (A) individualized intervention and support from 
                school-based professionals;
                    (B) by hiring such school-based professionals; and
                    (C) ongoing evidence-based and trauma-informed 
                progress monitoring of students and intervention based 
                on such monitoring.
            (5) Providing professional development for teachers and 
        other school staff with respect to--
                    (A) developing a healthy learning climate, 
                including through positive classroom management, 
                enhancing empathy and respect, and promoting a sense of 
                belonging for students;
                    (B) integrating social and emotional learning, 
                motivation and engagement, and resiliency training into 
                classroom instruction and practices;
                    (C) the impact of adverse childhood experiences and 
                traumatic experiences on the health and development of 
                students;
                    (D) evidence-based and trauma-informed approaches 
                to teaching and managing student behavior;
                    (E) racially, culturally, developmentally, and 
                linguistically appropriate techniques for providing 
                more agency to students;
                    (F) implicit bias and restorative justice 
                practices; and
                    (G) racially, culturally, developmentally, and 
                linguistically responsive teaching.
    (i) Evaluation.--
            (1) In general.--The Secretary shall--
                    (A) not later than 1 year before the last day of 
                the grant period described in subsection (f), enter 
                into a contract with a nationally-recognized 
                educational evaluation institution or organization; and
                    (B) not later than 1 year after the conclusion of 
                the grant period described in subsection (f), 
                coordinate with such institution or organization to 
                provide an evaluation of the pilot grant program, 
                including--
                            (i) a determination with respect to the 
                        sufficient ratio of school-based professionals 
                        to students;
                            (ii) information with respect to the 
                        practices used by local educational agencies to 
                        improve the mental and behavioral well-being of 
                        students;
                            (iii) information with respect to increased 
                        competencies among teachers and other school 
                        staff on social and emotional learning and 
                        trauma-informed practices;
                            (iv) data on the mental and behavioral 
                        health outcomes of students, in the aggregate 
                        and disaggregated by--
                                    (I) race and ethnicity;
                                    (II) gender;
                                    (III) sexual orientation;
                                    (IV) status as an English learner; 
                                and
                                    (V) status as a student with a 
                                disability; and
                            (v) a recommendation as to whether such 
                        program should be continued or expanded.
            (2) Publication.--The Secretary shall make the evaluation 
        required under paragraph (1) publicly available on the website 
        of the Department.
            (3) Report.--Not later than 60 days after the completion of 
        the evaluation required under paragraph (1), the Secretary 
        shall submit to Congress a report on the outcome of the pilot 
        grant program, including a recommendation with respect to 
        continuing or expanding the program.
    (j) Continuation of Program.--
            (1) Applications.--If the evaluation required under 
        subsection (i)(1) contains a recommendation that the pilot 
        grant program should be continued or expanded, the Secretary--
                    (A) may continue or expand such program; and
                    (B) if such program is expanded or continued--
                            (i) shall allow a local educational agency 
                        that did not receive a grant under the pilot 
                        program established under this section to apply 
                        for a grant in accordance with subsection 
                        (d)(1); and
                            (ii) shall allow a local educational agency 
                        that received a grant under the pilot program 
                        established under this section to apply for a 
                        renewal of such grant for an additional period 
                        of 4 consecutive academic years.
            (2) Evaluation.--Not later than 1 year after the first 
        grant is awarded or renewed after the continuation or expansion 
        of the program, the Secretary shall coordinate with the 
        institution or organization described in subsection (i)(1)(A) 
        to provide an evaluation of the renewal of the pilot grant 
        program.
            (3) Publication.--The Secretary shall make the evaluation 
        required under paragraph (2) publicly available on the website 
        of the Department.
            (4) Report.--Not later than 60 days after the completion of 
        the evaluation required under paragraph (2), the Secretary 
        shall submit to Congress a report on the progress of the 
        renewal or expansion of the program.
    (k) Authorization of Appropriations.--There is authorized to be 
appropriated to carry out this section $20,000,000, for fiscal year 
2022, to be available until expended.
    (l) Definitions.--In this section:
            (1) ESEA terms.--The terms ``Department'', ``elementary 
        school'', ``multi-tier system of supports'', and ``Secretary'' 
        have the meanings given such terms in section 8101 of the 
        Elementary and Secondary Education Act (20 U.S.C. 7801).
            (2) School-based professional.--The term ``school-based 
        professional'' means a behavioral specialist or mental health 
        specialist.
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