[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[S. 3360 Introduced in Senate (IS)]
<DOC>
118th CONGRESS
1st Session
S. 3360
To improve the full-service community school program, and for other
purposes.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
November 29, 2023
Mr. Brown (for himself, Mr. Van Hollen, Mrs. Gillibrand, Mr. Lujan, Mr.
Sanders, Ms. Hirono, Mr. Fetterman, Mr. Padilla, Mr. Casey, Mr.
Heinrich, Mr. Kaine, Ms. Klobuchar, Mr. Cardin, Mr. Durbin, and Ms.
Duckworth) introduced the following bill; which was read twice and
referred to the Committee on Health, Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To improve the full-service community school program, 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 ``Full-Service Community School
Expansion Act of 2023''.
SEC. 2. COMMUNITY SUPPORT FOR SCHOOL SUCCESS.
(a) Authorization of Appropriations.--Section 4601 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7251) is
amended--
(1) in the matter preceding paragraph (1) of subsection
(a), by inserting ``(except for section 4625)'' after ``part'';
(2) in the matter preceding clause (i) of subsection
(b)(2)(B), by inserting ``(except for section 4625)'' after
``subpart 2''; and
(3) by adding at the end the following:
``(c) Authorization of Appropriations for Full-Service Community
Schools.--There are authorized to be appropriated to carry out section
4625--
``(1) $500,000,000 for fiscal year 2024;
``(2) $600,000,000 for fiscal year 2025;
``(3) $700,000,000 for fiscal year 2026;
``(4) $850,000,000 for fiscal year 2027; and
``(5) $1,000,000,000 for fiscal year 2028.''.
(b) Definitions.--Section 4622 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7272) is amended--
(1) by redesignating paragraphs (1), (2), and (3) as
paragraphs (5), (7), and (9), respectively;
(2) by inserting before paragraph (5), as redesignated by
paragraph (1), the following:
``(1) Community school coordinator.--The term `community
school coordinator' means an individual who--
``(A) is a full-time staff member serving 1 or more
eligible schools supported by a grant under subsection
(b), (c), or (d) of section 4625 or a full-time staff
member serving 1 or more such eligible schools in a
rural area or on Tribal lands;
``(B) is responsible for the identification,
implementation, and coordination of integrated student
supports, expanded and enriched learning time and
opportunities, family and community engagement, and
collaborative leadership and practices for each such
eligible school;
``(C) serves as a member of the school-based
leadership team for each such eligible school;
``(D) serves as the lead for any assessment or
full-service community school plan required under
section 4625 for each such eligible school; and
``(E) leads regular continuous improvement
activities at each such eligible school.
``(2) Community school initiative director.--The term
`community school initiative director' means an individual
who--
``(A) is employed by an eligible entity that will
serve 3 or more eligible schools through a grant under
subsection (b), (c), or (d) of section 4625;
``(B) aids in the implementation and coordination
of integrated student supports or stakeholder services,
expanded and enriched learning time and opportunities,
family and community engagement, and collaborative
leadership and practices for such eligible schools; and
``(C) provides support and guidance to community
school coordinators.
``(3) Community-wide leadership team.--The term `community-
wide leadership team' means a team established by a local
educational agency receiving a grant under subsection (b), (c),
or (d) of section 4625 that--
``(A) is responsible for guiding the vision,
policy, resource alignment, implementation, oversight,
and goal-setting for full-service community school
efforts within a local educational agency;
``(B) includes--
``(i) representatives from the local
educational agency;
``(ii) educators, school leaders, students,
and parents, family members, and caregivers of
students, from each eligible school supported
by such grant;
``(iii) community members, such as
residents, community-led councils, local
businesses, stakeholders, community
organizations, and local nonprofit
organizations;
``(iv) system-level partners that include
representatives from government agencies,
Indian Tribes, Tribal organizations, Native
Hawaiian organizations, relevant labor
organizations, and nonprofit and other
community-based partners; and
``(v) if applicable, the community school
initiative director; and
``(C) may--
``(i) be created for the purposes of
supporting and sustaining full-service
community schools or may already exist at the
time the eligible entity submits its
application;
``(ii) solely focus on full-service
community schools or have additional functions
and responsibilities;
``(iii) contribute to the development of an
application for a full-service community
school; or
``(iv) provide input into the selection
process and requirements for future community
school coordinator and community school
initiative director candidates.
``(4) Educator learning communities.--The term `educator
learning communities' means a group of primarily instructional
staff in an eligible school who are given common planning time
to participate in ongoing decisionmaking and planning to engage
in professional development and to examine their practice and
student performance in order to improve school policy and
classroom teaching.'';
(3) in paragraph (5), as redesignated by paragraph (1)--
(A) in the matter preceding clause (i) of
subparagraph (A), by striking ``section 4623(a)(1)(A)''
and inserting ``section 4623(a)(1)'';
(B) in subparagraph (A)--
(i) in clause (ii), by striking ``(25
U.S.C. 450b)'' and inserting ``(25 U.S.C.
5304)''; and
(ii) in clause (iv)(IV), by striking ``(25
U.S.C. 450b)'' and inserting ``(25 U.S.C.
5304)''; and
(C) by amending subparagraph (B) to read as
follows:
``(B) With respect to a grant for activities
described in section 4623(a)(2), a consortium of--
``(i) 1 or more local educational agencies;
and
``(ii) 1 or more community-based
organizations, nonprofit organizations, Indian
Tribes, Tribal organizations, Native Hawaiian
organizations, or other public or private
entities.'';
(4) by inserting after paragraph (5), as redesignated by
paragraph (1), the following:
``(6) Eligible school.--The term `eligible school' means a
public elementary school or secondary school that--
``(A) has a student body with regard to which not
less than 40 percent of students are eligible for a
free or reduced-price lunch under the Richard B.
Russell National School Lunch Act (42 U.S.C. 1751 et
seq.); or
``(B) has been identified for comprehensive support
and improvement, targeted support and improvement, or
additional targeted support pursuant to section 1111(d)
or otherwise has been identified by the State as a
school in need of additional support.'';
(5) in paragraph (7), as redesignated by paragraph (1)--
(A) in subparagraph (A), by striking ``and'' after
the semicolon;
(B) in subparagraph (B), by striking the period at
the end and inserting ``; and''; and
(C) by adding at the end the following:
``(C) incorporates the pillars of community
schools.'';
(6) by inserting after paragraph (7), as redesignated by
paragraph (1), the following:
``(8) Pillars of community schools.--The term `pillars of
community schools' means all of the following key practices:
``(A) Integrated student supports for the students
of a community school that provide in- and out-of-
school support for students, address well-being,
address out-of-school barriers to learning through
partnerships with social and health services agencies,
including mental and behavioral health agencies and
providers, and are coordinated by a community school
coordinator, which may include--
``(i) medical, dental, vision care, and
mental and behavioral health services,
including mental health literacy for students
and staff; and
``(ii) individuals to assist with homeless
prevention, eviction protections, emergency and
long-term housing stability, and affordable
home ownership servicers, transportation,
nutrition, citizenship preparation, or criminal
justice issues, and other services.
``(B) Expanded and enriched learning time and
opportunities, including evidence-based strategies, and
including before-school, after-school, during-school,
weekend, and summer programs that provide additional
academic instruction, individualized academic support,
enrichment activities, or learning opportunities, for
students of a community school that--
``(i) may emphasize real-world project-
based learning in which students can apply
their learning to contexts that are relevant
and engaging; and
``(ii) may include art, music, drama,
creative writing, hands-on experience with
engineering or science (including computer
science), career and technical education,
evidence-based tutoring that is aligned with
classroom success and homework help, and
recreational programs that enhance and are
consistent with the school's curriculum.
``(C) Active student, family, and community
engagement--
``(i) that--
``(I) brings students, parents, and
families of students at the community
school and in community into the school
as partners in students' education,
including meaningfully involving
parents and families in the community
school's decisionmaking processes;
``(II) allows the community school
to serve as a hub for services,
activities, and programs, for students,
families, and members of the
neighborhood that the community school
serves; and
``(III) provides adults with
desired educational and other
opportunities; and
``(ii) that provides centralized supports
for families and communities in community
schools, which may include English as a second
language classes, citizenship preparation,
computer skills, art, homeless prevention,
eviction protections, emergency and long-term
housing stability and affordable home ownership
services, child abuse and neglect prevention
supports, health and mental health literacy
programs, digital literacy training, or other
programs that bring community members into a
school building for meetings, events, or
programming.
``(D) Collaborative leadership and practices that
build a culture of professional learning, collective
trust, and shared responsibility for each community
school using strategies that--
``(i) shall, at a minimum, include a
school-based leadership team with
representation of student, parent, and family
leader, and community voice, a community school
coordinator, and a community-wide leadership
team;
``(ii) ensure that students, staff,
families, and community members have a voice in
major school decisions through representation
on decisionmaking teams, as well as inclusive,
asset-based, and democratic school culture;
``(iii) may include other leadership or
governance teams, community school steering
committees, or other community coalitions,
educator collaborative learning communities,
and other staff to manage the multiple, complex
joint work of school and community
organizations; and
``(iv) ensure that school governance teams
emphasize representation among historically
marginalized groups and reflect the diversity
of community, including diversity with respect
to language, race, ethnicity, socioeconomic
status, and role in the schooling process.
``(E) Rigorous, community-connected classroom
instruction, such that teaching and learning in the
school infuses high-level content and skills with real-
world learning opportunities and the curriculum is
deeply connected to the local community and students'
identities, cultures, and experiences, providing
opportunities for students to engage in meaningful
inquiry-based learning and problem-solving. This may
include--
``(i) instructional resources, curriculum,
and professional learning that are modified to
reflect and support a community-based learning
approach in community schools, emphasizing
locally designed community-based curriculum and
pedagogy to improve students' sense of agency;
or
``(ii) development and administration of
assessments that provide evidence of the impact
or value of community-based pedagogy (such as
performance assessments that include capstone
projects, portfolios, and similar assessments).
``(F) A culture of belonging, safety, and care,
such that the school climate is welcoming and fosters
trust among students, families, partners, and staff,
each person in the school community is valued for their
rich diversity of experiences and is encouraged to
share their views, knowledge, and culture, the school
becomes a place grounded in healthy relationships, in
which members feel safe and comfortable navigating
conflicts and taking risks, and students feel connected
to and are active participants in the school community.
This may include--
``(i) emphasizing positive relationships
and interactions, and educators modeling these
relationships and interactions through their
own behavior;
``(ii) acknowledging and addressing
negative behaviors and chronic absenteeism in
developmentally appropriate and positive ways;
and
``(iii) restorative discipline practices,
such as peer mediation, community service and
post-conflict resolution, to help students
learn from their mistakes and foster positive,
healthy school climates where respect and
compassion are core principles and zero-
tolerance practices leading to suspension and
expulsion are avoided.''; and
(7) by inserting after paragraph (9), as redesignated by
paragraph (1), the following:
``(10) Results framework.--The term `results framework'
means comprehensive, evidence-based annual goals and aligned
quantifiable indicators demonstrating continuous improvement
with respect to students, particularly disadvantaged students,
that--
``(A) are established by an eligible entity or
State, as applicable;
``(B) serve as targets for each year of the
framework; and
``(C) shall include at least the following goals:
``(i) Students (including children in
prekindergarten and kindergarten) are ready for
school in accordance with the State's ambitious
long-term goals and indicators, as described in
section 1111(c)(4).
``(ii) Students are engaged and
academically achieving in school.
``(iii) Students are physically and
mentally healthy, and are experiencing positive
social and emotional development, including
identity development.
``(iv) Schools and school neighborhoods are
safe and provide a positive and equitable
school climate for learning.
``(v) Parents and families are partners in
supporting children's education.
``(vi) Students are ready for postsecondary
education and 21st century careers.
``(vii) Students are contributing to their
communities.
``(viii) Students are civically engaged or
are active participants in democracy.
``(ix) Students are not chronically absent.
``(11) School-based leadership team.--
``(A) In general.--The term `school-based
leadership team' means a team established by a full-
service community school that--
``(i) is responsible for supporting the
implementation of a full-service community
school program; and
``(ii) is comprised of not more than 15
people, which shall include--
``(I) not less than 2 parents or
family members of students attending
the eligible school;
``(II) not less than 2 educators or
other staff from the eligible school;
and
``(III) all of the following:
``(aa) The principal of the
school.
``(bb) The community school
coordinator.
``(cc) Representatives of
nonprofit organizations that
serve the school.
``(dd) Community partners.
``(ee) School
administration, including
administrative staff and other
non-instructional staff such as
specialized instructional
support personnel.
``(ff) In the case of a
secondary school, students.''.
(c) Full-Service Community School Program.--Section 4625 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7275) is
amended to read as follows:
``SEC. 4625. FULL-SERVICE COMMUNITY SCHOOL SUPPORT FOR WHOLE-CHILD
SUCCESS.
``(a) Grants Authorized.--
``(1) In general.--From funds made available under section
4601(c), the Secretary shall carry out a full-service community
school program by using--
``(A) not less than 80 percent of such funds to
award, on a competitive basis--
``(i) planning grants described in
subsection (b) to eligible entities, for a
period of not more than 2 years, in an amount
that--
``(I) is not less than $100,000;
and
``(II) may not exceed the amount
equal to $100,000 for each eligible
school to be served by the eligible
entity under the grant;
``(ii) 5-year implementation grants
described in subsection (c) to eligible
entities, in an amount of not less than
$250,000 each year for each eligible school to
be served by the eligible entity under the
grant; and
``(iii) expansion grants described in
subsection (d) to eligible entities, for a
period of not less than 3 and not more than 5
years, in an amount of not less than $300,000
each year and an additional $150,000 for each
additional school, except that for fiscal year
2024 through 2026, the total funds for
expansion grants under this subparagraph shall
be no more than 20 percent of the total amount
available under this paragraph;
``(B) not more than 15 percent of such funds to
award 5-year grants under subsection (f), on a
competitive basis, to States; and
``(C) not more than 5 percent of such funds to
provide technical assistance for full-service community
schools under subsection (h).
``(2) Reservation of funds.--From the total amount
described under paragraph (1)(A) for a fiscal year, the
Secretary shall reserve not less than 5 percent to carry out
subsection (g).
``(3) Priority.--In awarding grants under subsections (b),
(c), and (d) the Secretary shall give priority to eligible
entities that are or that include--
``(A) a high-need local educational agency or
consortium of high-need local educational agencies;
``(B) local educational agencies that receive basic
support payments under section 7003(b)(1);
``(C) a local educational agency or consortium of
local educational agencies located in a rural area; or
``(D) Indian Tribes or Tribal organizations (as
those terms are defined in section 4 of the Indian
Self-Determination and Education Assistance Act (25
U.S.C. 5304)) or Native Hawaiian community-based
organizations or Native Hawaiian educational
organizations (as those terms are defined in section
6207).
``(b) Planning and Capacity Building Grants.--
``(1) Application.--An eligible entity that desires a
planning grant under subsection (a)(1)(A)(i) shall submit an
application to the Secretary at such time and in such manner as
the Secretary may require. The Secretary shall require that
each such application include all of the following:
``(A) A description of the eligible entity.
``(B) An assurance that the eligible entity will
establish a community-wide leadership team that
contributes to the planning and implementation of a
full-service community school program.
``(C) A description of the capacity of the eligible
entity to coordinate and, in collaboration with its
partner entities, facilitate the implementation of all
pillars of community schools at 1 or more full-service
community schools through an implementation grant under
subsection (c), including by providing a description of
student, educator, family, and community engagement to
demonstrate the interest described in subparagraph
(D)(i).
``(D) The identification of 1 or more eligible
schools that--
``(i) show a strong interest, voluntarily,
in participating in a full-service community
school supported by an implementation grant
under subsection (c);
``(ii) have demonstrated significant
benefits to using a full-service community
school model--
``(I) including by providing data
regarding poverty rates, discipline
rates, academic opportunities and
achievement and other outcomes, student
physical and mental health, or
additional information connected to the
pillars of community schools; and
``(II) which may include providing
documentation regarding whether such
school has been identified for
comprehensive support and improvement,
targeted support and improvement, or
additional targeted support pursuant to
section 1111(d); and
``(iii) have committed to establishing or
designating a school-based leadership team to
support the school's full-service community
school initiative.
``(E) The designation of an individual to serve as
the district liaison for the area served by the
eligible entity, who will direct the planning and
implementation of any grants under this subsection or
subsection (c) or (d), including by coordinating with--
``(i) students, families, educators,
principals, and other school leaders of
eligible schools identified under subparagraph
(D);
``(ii) service providers, including
potential service providers, and system-level
partners, such as government agencies, Indian
Tribes, Tribal organizations, Native Hawaiian
organizations, relevant labor organizations,
and nonprofit and other community-based
partners; and
``(iii) community members, such as
residents, community led councils, local
businesses, stakeholders, early childhood
education providers, hospitals or clinics,
community organizations, and local nonprofit
organizations.
``(F) An identification of the initial community-
wide leadership team for purposes of this section and
the school-based leadership team for each eligible
school identified under subparagraph (D), and, if
either such team does not exist as of the date of the
application, the process that will be put in place to
establish such team.
``(G) If applicable, plans for hiring additional
staff, providing additional compensation to existing
staff, or contracting with 1 or more nonprofit entities
to help the eligible entity apply for an implementation
grant under subsection (c).
``(H) A data-sharing agreement between the local
educational agency and partner entities and services
that ensure the sharing of relevant real-time student
data to conduct the needs and assets assessment
described in paragraph (2)(A)(i)(I).
``(I) An assurance that any grant funds awarded
will benefit members of the community served without
discrimination based on race, color, religion, sex
(including sexual orientation and gender identity),
age, or disability.
``(J) An assurance that any full-service community
school opened with the use of grant funds under this
section will hold leadership team meetings that are
open to the public, and that records related to
finances, personnel, and other decisionmaking processes
for those schools will be made available for public
review.
``(2) Planning and capacity building grant activities.--
``(A) In general.--An eligible entity receiving a
planning and capacity building grant under this
subsection shall--
``(i)(I) conduct a needs and assets
assessment for each eligible school
participating in the grant that identifies the
academic, social and emotional, physical and
mental health, and other needs of at least 50
percent of students, families, and school
staff, and engages a significant number of
community members for each school; and
``(II) analyze the results of the
assessment;
``(ii) hire or designate a community school
coordinator to lead the needs and assets
assessment;
``(iii) establish or support a community-
wide leadership team to support all of the
designated schools;
``(iv) establish a school-based leadership
team for each participating eligible school;
``(v) convene the community-wide leadership
team as quickly as practicable, and not later
than 180 days after the date of receipt of the
grant;
``(vi) work with community-wide leadership
teams and school-based leadership teams to
identify, and collaborate with, service
providers--
``(I) that have the capacity, and
demonstrated effectiveness, to
participate in a full-service community
school and provide integrated student
support services for a full-service
community school in the relevant area;
and
``(II) which may include public,
private, and nonprofit agencies or
organizations that provide higher
education, educational enrichment,
substance abuse prevention and
education, mental and physical health
services, homeless prevention, eviction
protections, emergency and long-term
housing stability and affordable home
ownerships services, transportation,
job training, neighborhood development,
such as affordable housing and economic
development, and social welfare
services;
``(vii) complete a planning report, as
described in subparagraph (C), that details the
implementation plan before moving forward with
implementation;
``(viii) ensure that meetings of the
leadership teams are open to the public, and
that records related to finances, personnel,
and other decisionmaking processes are made
available for public review;
``(ix) if necessary, hire and train
additional staff, provide additional
compensation to existing staff, or contract
with a nonprofit entity or entities to aid in
the activities necessary to apply for an
implementation grant or implement the full-
service community school plan described in
clause (x); and
``(x) craft a full-service community school
plan for each eligible school identified under
paragraph (1)(D), including a description of--
``(I) how the community school
coordinator assigned to each such
school, community school initiative
director, and community-wide leadership
team, will be expected to fulfill their
responsibilities;
``(II) how collaborative leadership
and practices structures and strategies
will be identified and used;
``(III) the integrated student
supports or stakeholder services,
expanded and enriched learning time and
opportunities, and active family and
community engagement activities that
will be tailored to the needs and
assets assessment conducted under
clause (i)(I) and provided in each such
school;
``(IV) how each such school will
provide culturally and linguistically
inclusive communication between such
school and families;
``(V) how each such school will
establish and maintain partnerships
with nonprofit organizations, faith and
community-based institutions,
institutions of higher education
(including teacher preparation
institutions), hospitals, museums,
businesses, and other community
entities that will help implement the
full-service community school plan and
that will participate in a community-
wide leadership structure;
``(VI) how services and activities
described in subclause (III) to be
provided will supplement, not supplant,
existing programs and activities at the
eligible school as of the date of
application; and
``(VII) if applicable, a
description of the additional Federal,
State, local, and private funds that
will be accessed to carry out
activities described in subclause
(III).
``(B) Revision of community-wide leadership
structure.--An eligible entity receiving a planning
grant under this subsection may revise the eligible
entity's community-wide leadership team membership as
needed to reflect--
``(i) the results of each eligible school's
needs and asset assessment under subparagraph
(A)(i); and
``(ii) the eligible entity's subsequent
identification of partner entities.
``(C) Planning and capacity building grant
report.--Not later than 2 years after receiving a
planning grant under this subsection, the eligible
entity shall submit to the Secretary a planning report
that includes the following:
``(i) A description of the actions taken to
coordinate and, in collaboration with its
partner entities, facilitate the provision of
strategies aligned to the pillars of community
schools to enable at least 1 eligible school to
become a full-service community school.
``(ii) A comprehensive plan that includes
descriptions of the following:
``(I) Results of a thorough needs
and assets assessment, as described in
subparagraph (A)(i), of students,
staff, families, and communities for
each eligible school to be served
through the proposed full-service
community schools initiative of the
eligible entity.
``(II) The student, family, school,
neighborhood, and community to be
served by each eligible school
identified for the implementation of a
full-service community school program,
including demographic information on
race, ethnicity, socioeconomic status,
and disability status for the school
and the local community.
``(III) How a full-service
community school program contributes to
advancing the strategic full-service
community school improvement goals and
efforts of the eligible entity.
``(iii) Plans for sustaining all pillars of
community schools in the identified eligible
schools, which respond to the needs assessment
results for each pillar of community schools.
``(iv) A description of projects that
propose to conduct initial development and
coordination activities that leverage the
findings of a needs assessment and a subsequent
plan to be conducted during the grant period
for each school identified in the application.
``(v) Annual measurable performance
objectives and goals from a results framework
to be used by the eligible entity,
disaggregated for all students and each
subgroup of students, as defined in section
1111(c)(2), including an increase in the number
and percentage of families and students
targeted for services each year of the proposed
full-service community school program, in order
to ensure that children are--
``(I) meeting the challenging State
academic standards established under
section 1111(b); and
``(II) safe, healthy, and supported
by engaged families.
``(vi) A description of the integrated
student support services, including existing
and additional integrated student support
services, to be coordinated by the community
school coordinator and provided by the eligible
entity and its partner entities through each
proposed full-service community school,
including an explanation of--
``(I) why such services have been
selected, including references to the
needs and assets assessment described
in subparagraph (A)(i);
``(II) how such services will
improve student social, emotional, and
academic development;
``(III) how such services address
the mental health needs of students and
the use of trauma informed care;
``(IV) how such services will
address the annual measurable
performance objectives and outcomes
described in clause (v);
``(V) plans for student
transportation to and from after-school
and summer activities offered through
the proposed full-service community
schools;
``(VI) the services designed to
address the needs for youth
transitioning out of high school or
disconnected youth aged 16 through 24;
and
``(VII) services and supports to
prepare students for college and
improve college access, and services to
help students transition to higher
education.
``(vii) Plans, including a description of
the applicable funding sources, to ensure that
each proposed full-service community school
site is served by a full-time community school
coordinator--
``(I) at such school; or
``(II) in the case of an eligible
school in a rural area or on Tribal
lands, as described in section
4622(2)(A).
``(viii) Plans for professional
development, for the personnel of each proposed
full-service community school and partner
service providers, on--
``(I) managing, coordinating, or
delivering integrated student support
services;
``(II) expanded and enriched
learning time and opportunities;
``(III) active family engagement;
and
``(IV) collaborative leadership and
practices.
``(ix) Plans to establish a school-based
leadership team and plans for joint utilization
of school facilities, which shall include
opportunities for collaboration at each
participating eligible school between the
community school coordinator and members of the
school-based leadership teams, families, and
the community, to plan, evaluate progress, and
reassess needs.
``(x) Plans for annual evaluation based
upon attainment of the performance objectives
and outcomes described in clause (v).
``(xi) Plans for sustaining the programs
and services described in this subsection,
including plans to leverage community partners
and existing revenue streams at the proposed
full-service community schools upon the end of
any implementation grant under subsection (c).
``(D) Timing and eligibility.--An eligible entity
receiving a planning and capacity building grant under
this subsection is eligible to apply for an
implementation grant under subsection (c) immediately
upon the completion of all grant requirements under
this subsection and the submission of the planning
report to the Secretary under subparagraph (C).
``(c) Implementation Grants.--
``(1) Application.--An eligible entity desiring an
implementation grant under subsection (a)(1)(A)(ii) shall--
``(A) in the case of an eligible entity that
received and completed a planning grant, be able to
access an expedited process to apply for such grant,
based on the planning report developed under subsection
(b)(2)(C);
``(B) in the case of an eligible entity that has
not successfully completed a planning grant under
subsection (b), submit an application, at such time and
in such manner as required by the Secretary, that--
``(i) demonstrates that the eligible entity
has completed the planning activities described
in subsection (b)(2); and
``(ii) includes the information required
under the application under subsection
(b)(2)(A) and a planning report as described in
subsection (b)(2)(C);
``(C) provide a data-sharing agreement between the
local educational agency and partner entities and
services that ensures the sharing of relevant and
timely student data to determine the provision of
services and assess program progress and quality;
``(D) provide an assurance that any grant funds
awarded will benefit members of the community served
without discrimination based on race, color, religion,
gender (including sexual orientation and gender
identity), age, or disability;
``(E) provide an assurance that any full-service
community school will hold leadership team meetings
that are open to the public, and that records related
to finances, personnel, and other decisionmaking
processes for those schools will be made available for
public review; and
``(F) describe how the eligible entity--
``(i) plans to sustain implementation at
each school site to ensure that the eligible
entity's work can continue and grow after the
grant period ends; and
``(ii) will use some of the grant funding
to develop or strengthen system-level
infrastructure to support and sustain the
identified full-service community schools.
``(2) Selection criterion.--The Secretary shall use the
following criteria when evaluating eligible entities as part of
the selection process for a grant under this subsection:
``(A) The extent to which the design of the
proposed project reflects relevant and evidence-based
findings from research, and includes a high-quality
plan for project implementation integrating the pillars
of community schools and the use of appropriate
evaluation methods to ensure successful achievement of
project objectives.
``(B) The extent to which the applicant will ensure
that a diversity of perspectives is brought to bear in
the design and operation of the proposed project,
including those of families, educators and staff,
beneficiaries of services, school leadership, and
community leadership.
``(C) The extent to which the applicant has plans
for a full-time community school coordinator at each
school, includes a plan to sustain such position beyond
the grant period, and provides a description of how
such position will serve to integrate, coordinate, and
facilitate programs and partnership services at each
school.
``(D) The extent to which the applicant has, or
demonstrates a strong plan to have, a consortium
broadly representative of community stakeholders and
needs.
``(3) Grant amounts.--The Secretary shall award an amount
of grant funding under this subsection to each grantee that is
commensurate with the number of local schools that will be
served by grant funds.
``(4) Use of funds.--An eligible entity receiving an
implementation grant under this subsection shall use grant
funds to carry out all of the following:
``(A) In collaboration with the partner entities
and service providers identified under subsection
(b)(1)(C), establish not less than 1 full-service
community school in the area served by the eligible
entity, by facilitating the provision of the pillars of
community schools in each eligible school served under
the grant.
``(B) Fund a community school coordinator who is
responsible for coordinating the provision of the
pillars of community schools at, and working with the
collaborative leadership structure of, each eligible
school to be served under the grant.
``(C) Establish, support, or maintain--
``(i) a school-based leadership team,
community-wide leadership team, or educator
learning communities to establish a strong
collaborative leadership structure for each
eligible school to be served; and
``(ii) a community-wide leadership team to
establish a strong collaborative leadership
structure to support all eligible schools being
served.
``(D) Ensure that meetings of the leadership teams
are open to the public, and that records related to
finances, personnel, and other decision-making
processes are made available for public review.
``(E) Implement integrated student supports at the
eligible school to be served, including not less than 2
of the following:
``(i) Health and social services, which may
be based in the eligible school or provided in
the community, including primary health, dental
care, vision care, and mental health including
trauma-informed care.
``(ii) Nutrition services, including
providing additional meals or assistance in
accessing Federal, State, and local food
assistance programs.
``(iii) Programs that provide assistance to
students of the eligible school who have been
or are at risk of being chronically absent,
suspended, or expelled, and students who are
not on track to meeting the challenging State
academic standards under section 1111(b),
including--
``(I) mentoring and other youth
development programs;
``(II) programs that support
positive and equitable school climates,
including restorative justice practices
and culturally competent pedagogy and
practices, or juvenile crime prevention
and rehabilitation programs;
``(III) specialized instructional
support services;
``(IV) homeless prevention,
eviction protections, emergency and
long-term housing stability, and
affordable home ownership services;
``(V) developmentally appropriate
physical education;
``(VI) legal services, including
immigration-related legal services;
``(VII) dropout prevention programs
and reengagement programs;
``(VIII) supports for students in
foster care and children experiencing
homelessness;
``(IX) transportation services
necessary for students to access
integrated student support services,
expanded and enriched learning time and
opportunities, family and community
engagement activities, or other
services and activities identified to
support the development of students;
and
``(X) technical assistance for
students with limited access to digital
devices or high-speed internet
services.
``(F) Implement expanded and enriched learning
time, which may include--
``(i) additional academic instruction and
high-quality, evidence-based tutoring;
``(ii) before- and after-school and summer
learning programs;
``(iii) mentorship programs;
``(iv) workforce development activities,
including career and technical education,
internships, pre-apprenticeship programs, and
service-learning opportunities;
``(v) student support services for children
with disabilities;
``(vi) additional college access support,
including earning college credit while in high
school, college visits, summer bridge programs,
college counseling, or other services geared
towards college success; and
``(vii) enrichment of advanced skill
development in areas of interest including
music, arts, sports, finance, technology, or
other areas.
``(G) Implement active family and community
engagement strategies, which may include--
``(i) culturally and linguistically
inclusive communication between such school and
families;
``(ii) on-site early childhood care and
education programs;
``(iii) home visitation services by
educators and other professionals who are
employed by the eligible entity or a service
provider;
``(iv) adult education, including
instruction in English as a second language
programs, financial literacy education,
programs that lead to a regular high school
diploma, or credit recovery programs;
``(v) workforce development activities,
including job search and preparation services
and career advancement activities;
``(vi) legal services, such as help with
green card or citizenship preparation;
``(vii) programs that aid family and
community well-being, including accessing
homeless prevention, eviction protections,
emergency and long-term housing stability, and
affordable home ownership services;
``(viii) programs that promote parental and
family involvement, family literacy, education,
career, and employment advancement, and provide
volunteer opportunities;
``(ix) assistance and supports for children
and young people involved in the child welfare
system;
``(x) higher education preparation courses,
including credit accumulation and other higher
education or continuing education preparation
courses, and college counseling to prepare
students and families for higher education; and
``(xi) child abuse and neglect prevention
activities, including services to strengthen
families.
``(H) Implement collaborative leadership and
practice strategies, which may include--
``(i) building the capacity of educators,
principals, other school leaders, and other
staff to lead collaborative school improvement
structures, such as professional learning
communities;
``(ii) regularly convening or engaging all
partners, such as--
``(I) students, families,
educators, principals, and other school
leaders of identified eligible schools;
``(II) service providers, including
potential service providers, and
system-level partners, such as
government agencies, Indian Tribes,
Tribal organizations, Native Hawaiian
organizations, relevant labor
organizations, and nonprofit and other
community-based partners; and
``(III) community members, such as
residents, community led councils,
local businesses, stakeholders, early
childhood education providers,
hospitals or clinics, community
organizations, and local nonprofit
organizations;
``(iii) regularly assessing program quality
and progress through individual student data,
participant feedback, and aggregate outcomes to
develop strategies for improvement; and
``(iv) organizing school personnel and
community partners into working teams focused
on specific issues identified in the needs and
assets assessment.
``(I) Support and enable the district liaison
described in subsection (b)(1)(E) to lead the
community-wide leadership team and carry out the
activities described in the eligible entity's
application and planning report submitted under
paragraph (1).
``(5) Prohibition on discrimination.--An eligible entity
receiving a grant under this subsection shall ensure that
activities carried out with grant funds serve members of the
community without discrimination based on race, color,
religion, sex (including sexual orientation and gender
identity), age, or disability.
``(6) Implementation grant report.--At the end of the grant
period, an eligible entity receiving a grant under this
subsection shall prepare and complete a report designed by the
Secretary that--
``(A) for each eligible school operating a full-
service community school program--
``(i) details the impact of the full-
service community school program on student
opportunities and outcomes, including academic
achievement, as aligned with the results
framework of the eligible entity, including
achievement based on the challenging State
academic standards established under section
1111(b);
``(ii) includes school climate information,
which may come from student, parent, or
educator surveys, that shall be cross-tabulated
and disaggregated by subgroup of students (as
defined under section 1111(c)(2)), including--
``(I) school discipline data such
as suspension and expulsion rates;
``(II) measures of student
engagement, safety, attendance, staff
qualifications and turnover, and family
involvement; and
``(III) measures of students'
social emotional skills, habits, and
mindsets;
``(iii) describes--
``(I) the integrated student
supports, expanded and enriched
learning time and opportunities, and
family and community engagement
activities offered by the full-service
community school program at the
eligible school; and
``(II) the collaborative leadership
and practice structures in place at the
eligible school;
``(iv) includes information on the number,
qualifications, experience, and retention of
school staff at the eligible school, including
the number and percentage of fully certified
teachers, disaggregated by race and ethnicity,
and rates of teacher turnover; and
``(v) details academic and whole-child
outcomes in the eligible school, as aligned
with the results framework of the eligible
entity, which may include information on school
readiness, mental and physical health, academic
achievement, high school graduation rates,
college acceptance and matriculation, reduced
racial and economic achievement gaps, school
climate, and school attendance; and
``(B) identifies any cost savings from greater
coordination between full-service community schools and
partner organizations in providing services through the
full-service community school program, including any
integration of grant funds with funding from community
partners and existing funding streams, and changes in
school spending as a result of the full-service
community school program.
``(d) Expansion Grants.--
``(1) Eligible expansion grant recipients.--
``(A) In general.--In order to receive an expansion
grant under this subsection, an eligible entity shall,
as of the date of application under this subsection,
operate 1 or more--
``(i) full-service community schools
supported under subsection (c) or (e); or
``(ii) full-service community schools
supported under another source of funding.
``(B) Special rule.--For purposes of subparagraph
(A)(ii), the Secretary may deem a school to be a full-
service community school if the school provides
integrated student supports in a manner that is, as
determined by the Secretary, sufficiently similar to a
full-service community school supported under
subsection (c).
``(2) Applications.--An eligible entity that desires an
expansion grant under this subsection shall submit an
application to the Secretary for each eligible school proposed
to be served. The application shall include the following:
``(A) A needs and assets assessment for the
eligible school.
``(B) Information about the school that includes--
``(i) student demographic, academic
opportunity and achievement, and school climate
data--
``(I) disaggregated by major
demographic groups, including--
``(aa) student subgroups
(as defined under section
1111(c)(2)), students
experiencing homelessness, and
children or youth in foster
care; and
``(bb) eligibility for a
free or reduced price lunch
under the Richard B. Russell
National School Lunch Act (42
U.S.C. 1751 et seq.); and
``(II) including the number of
students who are children with
disabilities;
``(ii) a description of the need for, and
access to, integrated student supports;
``(iii) a description of the need for, and
access to, expanded and enriched learning time
and opportunities;
``(iv) school funding information,
including Federal, State, Tribal, local, and
private education funding, and per-pupil
spending, based on actual salaries of personnel
assigned to the eligible school;
``(v) information on the number,
qualifications, experience, and stability of
school staff, including the number and
percentage of fully certified teachers,
disaggregated by race and ethnicity, and rates
of teacher turnover;
``(vi) active family and community
engagement information, including--
``(I) family and community needs
based on surveys, information from
public meetings, or information
gathered by other means;
``(II) efforts to provide
culturally and linguistically inclusive
communication between schools and
families; and
``(III) need for and access to
family and community engagement
activities;
``(vii) collaborative leadership and
practices, including a description of the
eligible school's community-wide leadership
team, school-based leadership teams, educator
learning communities, and common planning time
for educators;
``(viii) opportunities for partnerships
with entities that can partner with the
eligible school to establish or strengthen a
community-wide leadership structure; and
``(ix) community climate indicators,
including housing instability, unemployment,
poverty, availability of jobs that offer a
living wage, health indicators, youth
employment, access to parks, environmental
hazards, crime, and gang activity.
``(C) A full-service community school plan, which
shall include a description of--
``(i) how the community school coordinator
and, as applicable, community school initiative
director, and community-wide leadership team
will be expected to fulfill their
responsibilities;
``(ii) the collaborative leadership and
practices structures and strategies to be used;
``(iii) the integrated student supports or
services provided by partner entities, expanded
and enriched learning time and opportunities,
and active family and community engagement
activities that will be tailored to the needs
and assets assessment and provided in
accordance with this subsection;
``(iv) how the eligible school will provide
culturally and linguistically inclusive
communication between schools and families;
``(v) how the eligible school will
establish and maintain partnerships--
``(I) to implement and sustain the
full-service community school plan; and
``(II) that will participate in a
community-wide leadership structure;
``(vi) how activities chosen will
reinforce, and not duplicate, existing programs
and activities at the eligible school as of the
date of application; and
``(vii) if applicable, a description of the
additional Federal, State, local, and private
funds that will be accessed to carry out
activities under the grant.
``(D) A data-sharing agreement between the local
educational agency and partner entities and services
that ensure the sharing of relevant real-time student
data to determine the provision of services and assess
program progress and quality.
``(E) An assurance that any grant funds awarded
will benefit members of the community served without
discrimination based on race, color, religion, sex
(including sexual orientation and gender identity),
age, or disability.
``(F) An assurance that any full-service community
school opened with the use of grant funds will hold
leadership team meetings that are open to the public,
and that records related to finances, personnel, and
other decision-making processes for those schools are
made available for public review.
``(3) Uses of funds.--An eligible entity receiving an
expansion grant under this subsection shall use grant funds
to--
``(A) carry out projects that propose to deepen and
expand the eligible entity's investment in full-service
community schools, in a manner that includes partners,
such as--
``(i) students, families, educators,
principals, and other school leaders of
identified eligible schools;
``(ii) service providers, including
potential service providers, and system-level
partners, such as government agencies, Indian
Tribes, Tribal organizations, Native Hawaiian
organizations, relevant labor organizations,
and nonprofit and other community-based
partners; and
``(iii) community members, such as
residents, community led councils, local
businesses, stakeholders, early childhood
education providers, hospitals or clinics,
community organizations, and local nonprofit
organizations; and
``(B) scale up or expand a full-service community
school described in paragraph (1) that the eligible
entity is operating as of the date of application,
including by--
``(i) funding a community school
coordinator to work at the proposed eligible
school or for the eligible entity;
``(ii) funding an initiative-level
community school coordinator to support all
existing full-service community schools
described in paragraph (1), and new full-
service community schools, supported by the
eligible entity;
``(iii) creating or strengthening a
community-wide leadership team that, with
respect to all full-service community schools
supported by the eligible entity, provides--
``(I) a results-based vision for
the full-service community schools;
``(II) data and evaluation;
``(III) finance and resource
development;
``(IV) alignment and integration of
the goals of the full-service community
schools with the pillars of community
schools, and implementation of those
goals;
``(V) supportive policy and
practices;
``(VI) professional development for
staff and technical assistance;
``(VII) broad community engagement;
``(VIII) meetings that are open to
the public, and records related to
finances, personnel, and other
decision-making processes that are made
available for public review; and
``(IX) supporting overlapping needs
of existing full-service community
schools described in paragraph (1);
``(iv) identifying an intermediary entity
(which can be the local educational agency or
another local government agency or a
combination of these agencies in partnership
with a nonprofit organization) to provide
planning, coordination, and management of the
full-service community school initiative
supported under the grant, in consultation with
the community-wide leadership team and full-
service community school sites;
``(v) creating an internal process to
replicate the existing full-service community
schools described in paragraph (1) in other
eligible schools;
``(vi) conducting a needs and assets
assessment and crafting a full-service
community school plan for each eligible school
to be served by the grant, led by the community
school coordinator;
``(vii) providing resources for additional
full-service community schools, which shall
serve members of the community without
discrimination based on race, color, religion,
sex (including sexual orientation and gender
identity), age, or disability;
``(viii) carrying out any activity
described in subsection (b)(2) in order to
establish new full-service community schools;
``(ix) carrying out any activity described
in subparagraph (D), (E), (F), (G), or (H) of
subsection (c)(4) at an existing full-service
community school described in paragraph (1); or
``(x) funding an evaluation of activities
supported by the grant under this section by--
``(I) regularly tracking full-
service community school data;
``(II) supporting full-service
community schools in collecting data
for analysis, evaluation, and
continuous improvement; or
``(III) carrying out an evaluation
of the effects of each existing full-
service community school described in
paragraph (1) that is supported under
this section and an evaluation of the
cumulative effects of all full-service
community schools.
``(4) Expansion grant report.--At the end of the grant
period, an eligible entity that received a grant under this
subsection shall prepare and complete a report, designed by the
Secretary, that--
``(A) details the impact of the full-service
community school program on student opportunities and
outcomes, including academic achievement;
``(B) demonstrates district-wide collaboration for
the full-service community schools;
``(C) includes school climate information for all
full-service community schools served by the same local
educational agency as the full-service community school
that is supported under the grant;
``(D) describes--
``(i) the integrated student supports,
expanded and enriched learning time and
opportunities, and family and community
engagement activities offered through the
grant; and
``(ii) the collaborative leadership and
practice structures in place at both the school
and community levels; and
``(E) identifies any cost savings from greater
coordination between full-service community schools and
partner organizations in providing services through the
full-service community school program supported under
this subsection, including any--
``(i) integration of grant funds with
funding from community partners and existing
funding streams as of the day before the
receipt of the grant under this subsection; and
``(ii) changes in school spending as a
result of the full-service community school
program supported under this subsection.
``(e) Renewal.--
``(1) In general.--Notwithstanding any other provisions of
this section, the Secretary may renew a grant provided to an
eligible entity under subsection (c) or (d) for an additional
period of not to exceed 5 years, if the eligible entity--
``(A) has satisfactorily completed an
implementation or expansion grant under subsection (c)
or (d), respectively;
``(B) applies for a renewal under this subsection;
and
``(C) details academic and whole-child outcomes for
all students and each subgroup of students, as defined
in section 1111(c)(2), in the eligible schools assisted
under the grant that aligns with the results framework
of the eligible entity, which may include information
on school readiness, mental and physical health,
academic achievement, high school graduation rates,
postsecondary education acceptance and matriculation,
reduced racial and economic opportunity and achievement
gaps, school climate, and school attendance.
``(2) Use of funds.--An eligible entity that has a grant
renewed under this subsection shall--
``(A) use the grant funds provided for activities
described in subsection (c)(4), in the case of a
renewed implementation grant, or subsection (d)(3), in
the case of a renewed expansion grant; and
``(B) be subject to all requirements, including
reporting requirements, under subsection (c) or (d), as
applicable.
``(f) State Grants.--
``(1) In general.--A State receiving a grant under
subsection (a)(1)(B) shall use the grant for the planning,
implementation, and expansion of full-service community schools
in the State, in accordance with paragraph (3).
``(2) Applications.--A State desiring a grant under this
subsection shall submit an application to the Secretary at such
time, in such manner, and containing such information as the
Secretary may require, including the following:
``(A) Information about State spending on education
priorities, policies, and programs that is consistent
with the pillars of community schools.
``(B) A plan for creating a State liaison position
who will--
``(i) oversee the implementation of funds
under this grant; and
``(ii) support and coordinate full-service
community school efforts in the State
educational agency.
``(C) A description of the full-service community
schools in the State, as of the date of application.
``(D) A description of the State's initial goals
for the grant.
``(E) An assurance that the State will use--
``(i) not more than 5 percent of the grant
funds awarded under this subsection for the
administration costs of the grant; and
``(ii) not less than 95 percent of such
funds to directly benefit local educational
agencies or public elementary schools or
secondary schools, through supporting
professional development, providing direct
support or technical assistance, or awarding
subgrants to local educational agencies under
paragraph (4)(B).
``(F) An assurance that any grant funds awarded
will benefit members of the community served without
discrimination based on race, color, religion, gender
(including sexual orientation and gender identity),
age, or disability.
``(G) An assurance that any full-service community
school supported by grant funds will hold leadership
team meetings that are open to the public, and that
records related to finances, personnel, and other
decisionmaking processes for those schools are made
available for public review.
``(3) Required activities.--A State educational agency
receiving a grant under this subsection shall--
``(A) provide subgrants to local educational
agencies in accordance with subsection (c) or (d) to
start new full-service community schools or sustain
existing full-service community schools as of the date
of receiving funds for the subgrant, and distribute
such subgrants in a manner that ensures that Federal
resources are going to students who need those
resources;
``(B) establish goals for increasing State spending
on student supports consistent with the pillars of
community schools, using a results framework
established by the State;
``(C) establish a State-level steering committee in
accordance with paragraph (4);
``(D) develop or provide resources to help local
educational agencies in the State identify, assess
needs for, and implement full-service community schools
throughout the State;
``(E) establish goals on the implementation and
expansion of full-service community schools throughout
the State;
``(F) provide resources to foster statewide
engagement on the social, emotional, mental health, and
academic benefits of implementing full-service
community schools;
``(G) develop a plan to include full-service
community schools in the State plans under section 1111
and for long-term State support of full-service
community schools;
``(H) work with State legislatures to support full-
service community schools in State planning and
budgeting; and
``(I) work with local educational agencies and
technical assistance providers to provide evidence-
based technical assistance specifically for the
implementation of full-service community schools to
local educational agencies or schools.
``(4) Steering committee.--
``(A) In general.--Each State educational agency
receiving a grant under this subsection shall establish
a State-level steering committee (which may be a
previously existing team) that represents relevant
full-service community schools stakeholders and service
providers participating in the full-service community
schools model, which may include--
``(i) students, families, educators,
principals, and other school leaders of
identified eligible schools;
``(ii) service providers, including
potential service providers, and system-level
partners, such as government agencies, Indian
Tribes, Tribal organizations, Native Hawaiian
organizations, relevant labor organizations,
and nonprofit and other community-based
partners; and
``(iii) community members, such as
residents, community led councils, local
businesses, stakeholders, early childhood
education providers, hospitals or clinics,
community organizations, and local nonprofit
organizations.
``(B) Composition.--The steering committee shall
include not less than 10 members and shall be chaired
by a full-service community school stakeholder, or co-
chaired by a full-service community school stakeholder
and a representative of the State educational agency.
``(C) Authority.--The State educational agency
receiving a grant under this subsection may give the
steering committee authority to make decisions about
the design, implementation, and evaluation of State
efforts relating to grants under this subsection.
``(D) Public meeting.--Meetings of the steering
committee shall be open to the public.
``(E) Technical assistance center.--If the State
educational agency chooses to operate a State technical
assistance center, as described in paragraph (5)(B),
the steering committee shall be responsible for such
center.
``(5) Permissible activities.--A State educational agency
may use funds provided under a grant under this subsection to--
``(A) work with institutions of higher education to
provide technical assistance and support for developing
and sustaining full-service community school
initiatives across the State, which may include
research partnerships and programs related to career
and technical education;
``(B) provide subgrants to institutions of higher
education or nonprofit organizations to operate a State
technical assistance center;
``(C) provide professional development and coaching
for full-service community school staff;
``(D) provide strategic planning support for local
educational agencies and schools;
``(E) develop infrastructure to support
partnerships, at the local educational agency level, to
provide resources for schools;
``(F) work with schools and local educational
agencies to develop and implement restorative practice
principles and provide resources and professional
development to promote culturally competent pedagogy
and practices;
``(G) work with local educational agencies, and
partner organizations who are interested in working
with local educational agencies to adopt or expand
full-service community schools in the State, on the
planning and sustainability of the State full-service
community school program;
``(H) work with local educational agencies on how
to coordinate with counties, cities, and other units of
local government to coordinate supports to provide
resources for full-service community schools, including
resources for career and technical education;
``(I) provide guidance to public health and other
healthcare organizations interested in supporting
school-based efforts and help connect such
organizations with local educational agencies working
on full-service community school efforts; or
``(J) work with local educational agencies to--
``(i) support and expand full-service
community schools for local educational
agencies that make a commitment to sustain
activities supported by a grant under this
section beyond 2 years after the term of the
grant; and
``(ii) ensure that funding available to
local educational agencies that receive a
subgrant under paragraph (3) is commensurate
with the number of schools that will be served
with subgrant funds.
``(6) Continuation grants.--Notwithstanding any other
provision of this subsection, the Secretary may award a State
that has received a grant under paragraph (1) with not more
than 1 additional 1- to 5-year continuation grant if the State
applies for such a grant, to be used to carry out activities
described in paragraphs (3) and (4).
``(7) State grant evaluation and report.--At the end of the
grant period for a grant under this subsection (including any
continuation grant awarded under paragraph (5)), each eligible
State shall undergo an evaluation designed by the Secretary.
The evaluation shall include, at a minimum, each of the
following:
``(A) The data described in subsection
(d)(2)(B)(i)--
``(i) for participating full-service
community schools; and
``(ii) for other elementary and secondary
schools in the State.
``(B) The information described in subsection
(d)(2)(B)(ii) for the State.
``(C) The information described in subsection
(d)(2)(B)(iii).
``(D) An evaluation of full-service community
schools in the State, as compared to those schools
before they became full-service community schools or as
compared to similar schools in the State, including the
following data disaggregated by subgroups of students,
as defined in section 1111(c)(2):
``(i) An analysis of the progress on
meeting the goals described in paragraph
(3)(B).
``(ii) Student chronic absenteeism rates.
``(iii) Student discipline rates, including
suspensions and expulsions.
``(iv) School climate information, which
may come from student, parent, or teacher
surveys.
``(v) School provision of integrated
student supports and community services.
``(vi) Expanded and enriched learning time
and opportunities.
``(vii) Family and community engagement
efforts and impact.
``(viii) Information on the number,
qualifications, and retention of school staff,
including the number and percentage of fully
certified teachers, disaggregated by race and
ethnicity, and rates of teacher turnover.
``(ix) Graduation rates.
``(x) Changes in school spending
information.
``(xi) Collaborative leadership and
practice strategies, which may include--
``(I) building the capacity of
educators, principals, other school
leaders, and other staff to lead
collaborative school improvement
structures, such as professional
learning communities;
``(II) regularly convening or
engaging stakeholders and service
providers participating in the full-
service community schools model, such
as--
``(aa) students, families,
educators, principals, and
other school leaders of
identified eligible schools;
``(bb) service providers,
including potential service
providers, and system-level
partners, such as government
agencies, Indian Tribes, Tribal
organizations, Native Hawaiian
organizations, relevant labor
organizations, and nonprofit
and other community-based
partners; and
``(cc) community members,
such as residents, community
led councils, local businesses,
stakeholders, early childhood
education providers, hospitals
or clinics, community
organizations, and local
nonprofit organizations;
``(III) regularly assessing program
quality and progress through individual
student data, participant feedback, and
aggregate outcomes to develop
strategies for improvement; and
``(IV) organizing school personnel
and community partners into working
teams focused on specific issues
identified in the needs and assets
assessment.
``(g) Bureau of Indian Education and Tribally-Controlled Full-
Service Community Schools Program.--
``(1) In general.--The Secretary, in coordination with the
Secretary of the Interior, and in consultation with Indian
Tribes, shall--
``(A) develop and implement a full-service
community schools program plan for elementary and
secondary Bureau schools (as defined in section 1141 of
the Education Amendments of 1978 (25 U.S.C. 2021)); and
``(B) award planning and capacity building,
implementation, expansion and renewal grants to
elementary and secondary Bureau-funded schools
described in subparagraphs (B) and (C) of section
1141(3) of the Education Amendments of 1978 (25 U.S.C.
2021(3)).
``(2) Special rule.--The Secretary, in consultation with
the Secretary of the Interior and Indian Tribes, may waive any
requirement under this section or prescribe an alternative or
substantially similar requirement if the Secretary finds that
the waiver or alternative requirement is necessary for the
effective delivery and administration of activities under this
section.
``(h) Report to Congress.--
``(1) In general.--Not later than 5 years after the date of
enactment of the Full-Service Community School Expansion Act of
2023, the Secretary shall prepare and submit to Congress a
report on the impact of the full-service community school
program supported under this section.
``(2) Public availability.--The report required under
paragraph (1) shall be made publicly available via the
Department's website and shall include data presented in such a
manner as to be easily searchable.
``(3) Contents.--The report shall include--
``(A) data gathered under the program under this
section, in the aggregate and disaggregated by the
categories described in subsection (d)(2)(B)(i);
``(B) the impact of the grant program on student
outcomes, which shall include academic performance and
high-school graduation rates for each eligible school;
and
``(C) if applicable, recommendations on how to
better equip the grant program to meet the needs of
students, particularly as needed to assist local
educational agencies with the highest poverty levels.
``(i) Technical Assistance.--
``(1) Assistance and support.--From amounts made available
under subsection (a)(1)(C), the Secretary shall make technical
assistance and support available to grant recipients under this
section. Such support may consist of--
``(A) national and regional meetings for the
personnel of full-service community schools;
``(B) full-service community school site visits
based on need and scope of the grants provided under
this section; and
``(C) implementing strategies in the following key
areas:
``(i) Leveraging and coordinating the
resources of other Federal, State, Indian
Tribe, Tribal organization, Native Hawaiian
organization, and local systems, including
systems that address healthcare or early
childhood education and other Federal programs,
such as the Promise Neighborhoods program under
section 4624 and the 21st Century Community
Learning Centers program under part B of this
title, and assisting the efforts of local
educational agencies to secure such funding.
``(ii) Addressing data-sharing challenges
due to the requirements under section 444 of
the General Education Provisions Act (20 U.S.C.
1232g) (commonly referred to as the `Family
Educational Rights and Privacy Act of 1974')
and the Health Insurance Portability and
Accountability Act of 1996 (Public Law 104-191)
by assisting with the implementation of waiver
or nondisclosure agreement strategies that
allow community partners to access data.
``(iii) Distributing materials that
describe the elements and advantages of full-
service community schools, including references
to governmental and nonprofit reports.
``(iv) Assisting any local educational
agency in forming a task force to study the
creation and administration of full-service
community schools and connecting the local
educational agency with other statewide
institutions who might partner with the agency,
including institutions of higher education or
public health organizations.
``(v) Establishing a national steering
committee--
``(I) composed of entities that
received grants under this section for
full-service community schools,
education labor organization
representatives, nonprofit full-service
community school partners, research
institutions with full-service
community school expertise, and other
relevant stakeholders;
``(II) to determine standards for
technical assistance for State
educational agencies, local educational
agencies, and school sites; and
``(III) to support the development
of tools for implementing full-service
community schools for grantees under
this section.
``(vi) Informing States, Indian Tribes,
Tribal organizations, Native Hawaiian
organizations, elementary and secondary Bureau-
funded schools (as described in subparagraphs
(B) and (C) of section 1141(3) of the Education
Amendments of 1978), and local educational
agencies of the availability of grants under
this section, and providing technical
assistance to entities in applying for such
grants.
``(vii) Informing State and local
educational agencies of other sources of
funding for full-service community schools,
including funding under part A of title I,
school improvement grants under section 1003,
21st century community learning center grants
under part B of this title, and any other
Federal grants or sources of funding.
``(viii) Facilitating effective
coordination among State agencies in the
deployment of resources and services such as
health, nutrition, and other supports.
``(2) Technical assistance center.--
``(A) In general.--From amounts made available to
carry out this subsection, the Secretary may establish
a technical assistance center to provide technical
assistance to full-service community schools, eligible
entities, and States under this section.
``(B) Requirements.--The technical assistance
center shall be overseen and designed by the national
steering committee described in paragraph (1)(C)(v) and
may include representatives from the State steering
committees described in subsection (f)(3)(C).''.
(d) Conforming Amendments.--Section 4623 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7273) is amended--
(1) in subsection (a)--
(A) by redesignating paragraph (2) as paragraph
(3); and
(B) by striking paragraph (1) and inserting the
following:
``(1) Promise neighborhoods.--The Secretary shall use not
less than 95 percent of the amounts made available under
section 4601(b)(2)(B) to award grants, on a competitive basis
and subject to subsection (e), to eligible entities for the
implementation of a comprehensive, effective continuum of
coordinated services that meets the purpose described in
section 4621(1) by carrying out activities in neighborhoods--
``(A) that have--
``(i) high concentrations of low-income
individuals; and
``(ii) multiple signs of distress, which
may include high rates of poverty, childhood
obesity, academic challenges, and juvenile
delinquency, adjudication, or incarceration;
and
``(B) that may have schools implementing
comprehensive support and improvement activities or
targeted support and improvement activities under
section 1111(d).
``(2) Full-service community schools authorized.--The
Secretary shall use the amounts made available under section
4601(c) to carry out the full-service community school program
under section 4625(a).'';
(2) in subsection (b)--
(A) in the subsection heading, by inserting ``of
Promise Neighborhoods Grants'' after ``Duration''; and
(B) by striking ``under this subpart'' and
inserting ``under subsection (a)(1)'';
(3) in subsection (c)--
(A) in the subsection heading, by inserting ``for
Promise Neighborhoods Grants'' after ``Funding'';
(B) by striking ``under this subpart'' and
inserting ``under subsection (a)(1)''; and
(C) by striking ``meeting--'' and all that follows
through the period at the end and inserting the
following: ``meeting the performance metrics described
in section 4624(h).'';
(4) in subsection (d)--
(A) by striking paragraph (2);
(B) by redesignating paragraph (3) as paragraph
(2); and
(C) in paragraph (2), as redesignated by
subparagraph (B), by striking ``under this subpart''
each place the term appears and inserting ``under
subsection (a)(1)'';
(5) in subsection (e), by inserting ``and amounts provided
under section 4601(c)'' after ``subsection (a)''; and
(6) in subsection (f)--
(A) in the subsection heading, by inserting
``Promise Neighborhood'' before ``Grants'';
(B) by striking ``and not fewer than 10 grants for
activities described in section 4625''; and
(C) by striking ``the requirements of subsection
(a)(2)'' and inserting ``the requirements of subsection
(a)(3)''.
<all>