I 

118TH CONGRESS 

1ST SESSION H. R. 6576 

To improve the full-service community school program, and for other 

purposes. 

IN THE HOUSE OF REPRESENTATIVES 

DECEMBER 4, 2023 

Ms. LEE of Nevada (for herself, Mr. TRONE, Ms. TOKUDA, Ms. BONAMICI, 

Ms. NORTON, Ms. CROCKETT, Ms. WILLIAMS of Georgia, Mr. DAVIS of 

Illinois, Ms. TLAIB, Ms. BROWN, Mr. GOMEZ, Mrs. CHERFILUS-MCCORMICK, Ms. JACKSON LEE, Ms. BALINT, Mr. BOWMAN, and Mr. MULLIN) 

introduced the following bill; which was referred to the Committee on 

Education and the Workforce 

A BILL 

To improve the full-service community school program, and 

for other purposes. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Full-Service Commu5 nity School Expansion Act of 2023’’. 


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1 SEC. 2. COMMUNITY SUPPORT FOR SCHOOL SUCCESS. 

2 (a) AUTHORIZATION OF APPROPRIATIONS.—Section 

3 4601 of the Elementary and Secondary Education Act of 

4 1965 (20 U.S.C. 7251) is amended— 

5 (1) in the matter preceding paragraph (1) of 

6 subsection (a), by inserting ‘‘(except for section 

7 4625)’’ after ‘‘part’’; 

8 (2) in the matter preceding clause (i) of sub9 section (b)(2)(B), by inserting ‘‘(except for section 

10 4625)’’ after ‘‘subpart 2’’; and 

11 (3) by adding at the end the following: 

12 ‘‘(c) AUTHORIZATION OF APPROPRIATIONS FOR

13 FULL-SERVICE COMMUNITY SCHOOLS.—There are au14 thorized to be appropriated to carry out section 4625— 

15 ‘‘(1) $500,000,000 for fiscal year 2024; 

16 ‘‘(2) $600,000,000 for fiscal year 2025; 

17 ‘‘(3) $700,000,000 for fiscal year 2026; 

18 ‘‘(4) $850,000,000 for fiscal year 2027; and 

19 ‘‘(5) $1,000,000,000 for fiscal year 2028.’’. 

20 (b) DEFINITIONS.—Section 4622 of the Elementary 

21 and Secondary Education Act of 1965 (20 U.S.C. 7272) 

22 is amended— 

23 (1) by redesignating paragraphs (1), (2), and 

24 (3) as paragraphs (5), (7), and (9), respectively; 

25 (2) by inserting before paragraph (5), as redes26 ignated by paragraph (1), the following: 


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1 ‘‘(1) COMMUNITY SCHOOL COORDINATOR.—The 

2 term ‘community school coordinator’ means an indi3 vidual who— 

4 ‘‘(A) is a full-time staff member serving 1 

5 or more eligible schools supported by a grant 

6 under subsection (b), (c), or (d) of section 4625 

7 or a full-time staff member serving 1 or more 

8 such eligible schools in a rural area or on Tribal 

9 lands; 

10 ‘‘(B) is responsible for the identification, 

11 implementation, and coordination of integrated 

12 student supports, expanded and enriched learn13 ing time and opportunities, family and commu14 nity engagement, and collaborative leadership 

15 and practices for each such eligible school; 

16 ‘‘(C) serves as a member of the school17 based leadership team for each such eligible 

18 school; 

19 ‘‘(D) serves as the lead for any assessment 

20 or full-service community school plan required 

21 under section 4625 for each such eligible 

22 school; and 

23 ‘‘(E) leads regular continuous improvement 

24 activities at each such eligible school. 


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1 ‘‘(2) COMMUNITY SCHOOL INITIATIVE DIREC2 TOR.—The term ‘community school initiative direc3 tor’ means an individual who— 

4 ‘‘(A) is employed by an eligible entity that 

5 will serve 3 or more eligible schools through a 

6 grant under subsection (b), (c), or (d) of section 

7 4625; 

8 ‘‘(B) aids in the implementation and co9 ordination of integrated student supports or 

10 stakeholder services, expanded and enriched 

11 learning time and opportunities, family and 

12 community engagement, and collaborative lead13 ership and practices for such eligible schools; 

14 and 

15 ‘‘(C) provides support and guidance to 

16 community school coordinators. 

17 ‘‘(3) COMMUNITY-WIDE LEADERSHIP TEAM.— 

18 The term ‘community-wide leadership team’ means a 

19 team established by a local educational agency re20 ceiving a grant under subsection (b), (c), or (d) of 

21 section 4625 that— 

22 ‘‘(A) is responsible for guiding the vision, 

23 policy, resource alignment, implementation, 

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1 munity school efforts within a local educational 

2 agency; 

3 ‘‘(B) includes— 

4 ‘‘(i) representatives from the local 

5 educational agency; 

6 ‘‘(ii) educators, school leaders, stu7 dents, and parents, family members, and 

8 caregivers of students, from each eligible 

9 school supported by such grant; 

10 ‘‘(iii) community members, such as 

11 residents, community-led councils, local 

12 businesses, stakeholders, community orga13 nizations, and local nonprofit organiza14 tions; 

15 ‘‘(iv) system-level partners that in16 clude representatives from government 

17 agencies, Indian Tribes, Tribal organiza18 tions, Native Hawaiian organizations, rel19 evant labor organizations, and nonprofit 

20 and other community-based partners; and 

21 ‘‘(v) if applicable, the community 

22 school initiative director; and 

23 ‘‘(C) may— 

24 ‘‘(i) be created for the purposes of 

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1 munity schools or may already exist at the 

2 time the eligible entity submits its applica3 tion; 

4 ‘‘(ii) solely focus on full-service com5 munity schools or have additional functions 

6 and responsibilities; 

7 ‘‘(iii) contribute to the development of 

8 an application for a full-service community 

9 school; or 

10 ‘‘(iv) provide input into the selection 

11 process and requirements for future com12 munity school coordinator and community 

13 school initiative director candidates. 

14 ‘‘(4) EDUCATOR LEARNING COMMUNITIES.— 

15 The term ‘educator learning communities’ means a 

16 group of primarily instructional staff in an eligible 

17 school who are given common planning time to par18 ticipate in ongoing decisionmaking and planning to 

19 engage in professional development and to examine 

20 their practice and student performance in order to 

21 improve school policy and classroom teaching.’’; 

22 (3) in paragraph (5), as redesignated by para23 graph (1)— 

24 (A) in the matter preceding clause (i) of 

25 subparagraph (A), by striking ‘‘section 


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1 4623(a)(1)(A)’’ and inserting ‘‘section 

2 4623(a)(1)’’; 

3 (B) in subparagraph (A)— 

4 (i) in clause (ii), by striking ‘‘(25 

5 U.S.C. 450b)’’ and inserting ‘‘(25 U.S.C. 

6 5304)’’; and 

7 (ii) in clause (iv)(IV), by striking ‘‘(25 

8 U.S.C. 450b)’’ and inserting ‘‘(25 U.S.C. 

9 5304)’’; and 

10 (C) by amending subparagraph (B) to read 

11 as follows: 

12 ‘‘(B) With respect to a grant for activities 

13 described in section 4623(a)(2), a consortium 

14 of— 

15 ‘‘(i) 1 or more local educational agen16 cies; and 

17 ‘‘(ii) 1 or more community-based or18 ganizations, nonprofit organizations, In19 dian Tribes, Tribal organizations, Native 

20 Hawaiian organizations, or other public or 

21 private entities.’’; 

22 (4) by inserting after paragraph (5), as redesig23 nated by paragraph (1), the following: 


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1 ‘‘(6) ELIGIBLE SCHOOL.—The term ‘eligible 

2 school’ means a public elementary school or sec3 ondary school that— 

4 ‘‘(A) has a student body with regard to 

5 which not less than 40 percent of students are 

6 eligible for a free or reduced-price lunch under 

7 the Richard B. Russell National School Lunch 

8 Act (42 U.S.C. 1751 et seq.); or 

9 ‘‘(B) has been identified for comprehensive 

10 support and improvement, targeted support and 

11 improvement, or additional targeted support 

12 pursuant to section 1111(d) or otherwise has 

13 been identified by the State as a school in need 

14 of additional support.’’; 

15 (5) in paragraph (7), as redesignated by para16 graph (1)— 

17 (A) in subparagraph (A), by striking 

18 ‘‘and’’ after the semicolon; 

19 (B) in subparagraph (B), by striking the 

20 period at the end and inserting ‘‘; and’’; and 

21 (C) by adding at the end the following: 

22 ‘‘(C) incorporates the pillars of community 

23 schools.’’; 

24 (6) by inserting after paragraph (7), as redesig25 nated by paragraph (1), the following: 


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1 ‘‘(8) PILLARS OF COMMUNITY SCHOOLS.—The 

2 term ‘pillars of community schools’ means all of the 

3 following key practices: 

4 ‘‘(A) Integrated student supports for the 

5 students of a community school that provide in6 and out-of-school support for students, address 

7 well-being, address out-of-school barriers to 

8 learning through partnerships with social and 

9 health services agencies, including mental and 

10 behavioral health agencies and providers, and 

11 are coordinated by a community school coordi12 nator, which may include— 

13 ‘‘(i) medical, dental, vision care, and 

14 mental and behavioral health services, in15 cluding mental health literacy for students 

16 and staff; and 

17 ‘‘(ii) individuals to assist with home18 less prevention, eviction protections, emer19 gency and long-term housing stability, and 

20 affordable home ownership servicers, trans21 portation, nutrition, citizenship prepara22 tion, or criminal justice issues, and other 

23 services. 

24 ‘‘(B) Expanded and enriched learning time 

25 and opportunities, including evidence-based 


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1 strategies, and including before-school, after2 school, during-school, weekend, and summer 

3 programs that provide additional academic in4 struction, individualized academic support, en5 richment activities, or learning opportunities, 

6 for students of a community school that— 

7 ‘‘(i) may emphasize real-world project8 based learning in which students can apply 

9 their learning to contexts that are relevant 

10 and engaging; and 

11 ‘‘(ii) may include art, music, drama, 

12 creative writing, hands-on experience with 

13 engineering or science (including computer 

14 science), career and technical education, 

15 evidence-based tutoring that is aligned 

16 with classroom success and homework help, 

17 and recreational programs that enhance 

18 and are consistent with the school’s cur19 riculum. 

20 ‘‘(C) Active student, family, and commu21 nity engagement— 

22 ‘‘(i) that— 

23 ‘‘(I) brings students, parents, 

24 and families of students at the com25 munity school and in community into 


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1 the school as partners in students’ 

2 education, including meaningfully in3 volving parents and families in the 

4 community school’s decisionmaking 

5 processes; 

6 ‘‘(II) allows the community 

7 school to serve as a hub for services, 

8 activities, and programs, for students, 

9 families, and members of the neigh10 borhood that the community school 

11 serves; and 

12 ‘‘(III) provides adults with de13 sired educational and other opportuni14 ties; and 

15 ‘‘(ii) that provides centralized sup16 ports for families and communities in com17 munity schools, which may include English 

18 as a second language classes, citizenship 

19 preparation, computer skills, art, homeless 

20 prevention, eviction protections, emergency 

21 and long-term housing stability and afford22 able home ownership services, child abuse 

23 and neglect prevention supports, health 

24 and mental health literacy programs, dig25 ital literacy training, or other programs 


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1 that bring community members into a 

2 school building for meetings, events, or 

3 programming. 

4 ‘‘(D) Collaborative leadership and practices 

5 that build a culture of professional learning, 

6 collective trust, and shared responsibility for 

7 each community school using strategies that— 

8 ‘‘(i) shall, at a minimum, include a 

9 school-based leadership team with rep10 resentation of student, parent, and family 

11 leader, and community voice, a community 

12 school coordinator, and a community-wide 

13 leadership team; 

14 ‘‘(ii) ensure that students, staff, fami15 lies, and community members have a voice 

16 in major school decisions through represen17 tation on decisionmaking teams, as well as 

18 inclusive, asset-based, and democratic 

19 school culture; 

20 ‘‘(iii) may include other leadership or 

21 governance teams, community school steer22 ing committees, or other community coali23 tions, educator collaborative learning com24 munities, and other staff to manage the 


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1 multiple, complex joint work of school and 

2 community organizations; and 

3 ‘‘(iv) ensure that school governance 

4 teams emphasize representation among 

5 historically marginalized groups and reflect 

6 the diversity of community, including di7 versity with respect to language, race, eth8 nicity, socioeconomic status, and role in 

9 the schooling process. 

10 ‘‘(E) Rigorous, community-connected class11 room instruction, such that teaching and learn12 ing in the school infuses high-level content and 

13 skills with real-world learning opportunities and 

14 the curriculum is deeply connected to the local 

15 community and students’ identities, cultures, 

16 and experiences, providing opportunities for 

17 students to engage in meaningful inquiry-based 

18 learning and problem-solving. This may in19 clude— 

20 ‘‘(i) instructional resources, cur21 riculum, and professional learning that are 

22 modified to reflect and support a commu23 nity-based learning approach in community 

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1 munity-based curriculum and pedagogy to 

2 improve students’ sense of agency; or 

3 ‘‘(ii) development and administration 

4 of assessments that provide evidence of the 

5 impact or value of community-based peda6 gogy (such as performance assessments 

7 that include capstone projects, portfolios, 

8 and similar assessments). 

9 ‘‘(F) A culture of belonging, safety, and 

10 care, such that the school climate is welcoming 

11 and fosters trust among students, families, 

12 partners, and staff, each person in the school 

13 community is valued for their rich diversity of 

14 experiences and is encouraged to share their 

15 views, knowledge, and culture, the school be16 comes a place grounded in healthy relation17 ships, in which members feel safe and com18 fortable navigating conflicts and taking risks, 

19 and students feel connected to and are active 

20 participants in the school community. This may 

21 include— 

22 ‘‘(i) emphasizing positive relationships 

23 and interactions, and educators modeling 

24 these relationships and interactions 

25 through their own behavior; 


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1 ‘‘(ii) acknowledging and addressing 

2 negative behaviors and chronic absenteeism 

3 in developmentally appropriate and positive 

4 ways; and 

5 ‘‘(iii) restorative discipline practices, 

6 such as peer mediation, community service 

7 and post-conflict resolution, to help stu8 dents learn from their mistakes and foster 

9 positive, healthy school climates where re10 spect and compassion are core principles 

11 and zero-tolerance practices leading to sus12 pension and expulsion are avoided.’’; and 

13 (7) by inserting after paragraph (9), as redesig14 nated by paragraph (1), the following: 

15 ‘‘(10) RESULTS FRAMEWORK.—The term ‘re16 sults framework’ means comprehensive, evidence17 based annual goals and aligned quantifiable indica18 tors demonstrating continuous improvement with re19 spect to students, particularly disadvantaged stu20 dents, that— 

21 ‘‘(A) are established by an eligible entity or 

22 State, as applicable; 

23 ‘‘(B) serve as targets for each year of the 

24 framework; and 


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1 ‘‘(C) shall include at least the following 

2 goals: 

3 ‘‘(i) Students (including children in 

4 prekindergarten and kindergarten) are 

5 ready for school in accordance with the 

6 State’s ambitious long-term goals and indi7 cators, as described in section 1111(c)(4). 

8 ‘‘(ii) Students are engaged and aca9 demically achieving in school. 

10 ‘‘(iii) Students are physically and 

11 mentally healthy, and are experiencing 

12 positive social and emotional development, 

13 including identity development. 

14 ‘‘(iv) Schools and school neighbor15 hoods are safe and provide a positive and 

16 equitable school climate for learning. 

17 ‘‘(v) Parents and families are partners 

18 in supporting children’s education. 

19 ‘‘(vi) Students are ready for postsec20 ondary education and 21st century careers. 

21 ‘‘(vii) Students are contributing to 

22 their communities. 

23 ‘‘(viii) Students are civically engaged 

24 or are active participants in democracy. 


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1 ‘‘(ix) Students are not chronically ab2 sent. 

3 ‘‘(11) SCHOOL-BASED LEADERSHIP TEAM.— 

4 ‘‘(A) IN GENERAL.—The term ‘school5 based leadership team’ means a team estab6 lished by a full-service community school that— 

7 ‘‘(i) is responsible for supporting the 

8 implementation of a full-service community 

9 school program; and 

10 ‘‘(ii) is comprised of not more than 15 

11 people, which shall include— 

12 ‘‘(I) not less than 2 parents or 

13 family members of students attending 

14 the eligible school; 

15 ‘‘(II) not less than 2 educators or 

16 other staff from the eligible school; 

17 and 

18 ‘‘(III) all of the following: 

19 ‘‘(aa) The principal of the 

20 school. 

21 ‘‘(bb) The community school 

22 coordinator. 

23 ‘‘(cc) Representatives of 

24 nonprofit organizations that 

25 serve the school. 


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1 ‘‘(dd) Community partners. 

2 ‘‘(ee) School administration, 

3 including administrative staff 

4 and other non-instructional staff 

5 such as specialized instructional 

6 support personnel. 

7 ‘‘(ff) In the case of a sec8 ondary school, students.’’. 

9 (c) FULL-SERVICE COMMUNITY SCHOOL PRO10 GRAM.—Section 4625 of the Elementary and Secondary 

11 Education Act of 1965 (20 U.S.C. 7275) is amended to 

12 read as follows: 

13 ‘‘SEC. 4625. FULL-SERVICE COMMUNITY SCHOOL SUPPORT 

14 FOR WHOLE-CHILD SUCCESS. 

15 ‘‘(a) GRANTS AUTHORIZED.— 

16 ‘‘(1) IN GENERAL.—From funds made available 

17 under section 4601(c), the Secretary shall carry out 

18 a full-service community school program by using— 

19 ‘‘(A) not less than 80 percent of such 

20 funds to award, on a competitive basis— 

21 ‘‘(i) planning grants described in sub22 section (b) to eligible entities, for a period 

23 of not more than 2 years, in an amount 

24 that— 


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1 ‘‘(I) is not less than $100,000; 

2 and 

3 ‘‘(II) may not exceed the amount 

4 equal to $100,000 for each eligible 

5 school to be served by the eligible en6 tity under the grant; 

7 ‘‘(ii) 5-year implementation grants de8 scribed in subsection (c) to eligible entities, 

9 in an amount of not less than $250,000 

10 each year for each eligible school to be 

11 served by the eligible entity under the 

12 grant; and 

13 ‘‘(iii) expansion grants described in 

14 subsection (d) to eligible entities, for a pe15 riod of not less than 3 and not more than 

16 5 years, in an amount of not less than 

17 $300,000 each year and an additional 

18 $150,000 for each additional school, except 

19 that for fiscal year 2024 through 2026, the 

20 total funds for expansion grants under this 

21 subparagraph shall be no more than 20 

22 percent of the total amount available under 

23 this paragraph; 


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1 ‘‘(B) not more than 15 percent of such 

2 funds to award 5-year grants under subsection 

3 (f), on a competitive basis, to States; and 

4 ‘‘(C) not more than 5 percent of such 

5 funds to provide technical assistance for full6 service community schools under subsection (h). 

7 ‘‘(2) RESERVATION OF FUNDS.—From the total 

8 amount described under paragraph (1)(A) for a fis9 cal year, the Secretary shall reserve not less than 5 

10 percent to carry out subsection (g). 

11 ‘‘(3) PRIORITY.—In awarding grants under 

12 subsections (b), (c), and (d) the Secretary shall give 

13 priority to eligible entities that are or that include— 

14 ‘‘(A) a high-need local educational agency 

15 or consortium of high-need local educational 

16 agencies; 

17 ‘‘(B) local educational agencies that receive 

18 basic support payments under section 

19 7003(b)(1); 

20 ‘‘(C) a local educational agency or consor21 tium of local educational agencies located in a 

22 rural area; or 

23 ‘‘(D) Indian Tribes or Tribal organizations 

24 (as those terms are defined in section 4 of the 

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1 sistance Act (25 U.S.C. 5304)) or Native Ha2 waiian community-based organizations or Na3 tive Hawaiian educational organizations (as 

4 those terms are defined in section 6207). 

5 ‘‘(b) PLANNING AND CAPACITY BUILDING

6 GRANTS.— 

7 ‘‘(1) APPLICATION.—An eligible entity that de8 sires a planning grant under subsection (a)(1)(A)(i) 

9 shall submit an application to the Secretary at such 

10 time and in such manner as the Secretary may re11 quire. The Secretary shall require that each such ap12 plication include all of the following: 

13 ‘‘(A) A description of the eligible entity. 

14 ‘‘(B) An assurance that the eligible entity 

15 will establish a community-wide leadership team 

16 that contributes to the planning and implemen17 tation of a full-service community school pro18 gram. 

19 ‘‘(C) A description of the capacity of the 

20 eligible entity to coordinate and, in collabora21 tion with its partner entities, facilitate the im22 plementation of all pillars of community schools 

23 at 1 or more full-service community schools 

24 through an implementation grant under sub25 section (c), including by providing a description 


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1 of student, educator, family, and community en2 gagement to demonstrate the interest described 

3 in subparagraph (D)(i). 

4 ‘‘(D) The identification of 1 or more eligi5 ble schools that— 

6 ‘‘(i) show a strong interest, volun7 tarily, in participating in a full-service 

8 community school supported by an imple9 mentation grant under subsection (c); 

10 ‘‘(ii) have demonstrated significant 

11 benefits to using a full-service community 

12 school model— 

13 ‘‘(I) including by providing data 

14 regarding poverty rates, discipline 

15 rates, academic opportunities and 

16 achievement and other outcomes, stu17 dent physical and mental health, or 

18 additional information connected to 

19 the pillars of community schools; and 

20 ‘‘(II) which may include pro21 viding documentation regarding 

22 whether such school has been identi23 fied for comprehensive support and 

24 improvement, targeted support and 

25 improvement, or additional targeted 


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1 support pursuant to section 1111(d); 

2 and 

3 ‘‘(iii) have committed to establishing 

4 or designating a school-based leadership 

5 team to support the school’s full-service 

6 community school initiative. 

7 ‘‘(E) The designation of an individual to 

8 serve as the district liaison for the area served 

9 by the eligible entity, who will direct the plan10 ning and implementation of any grants under 

11 this subsection or subsection (c) or (d), includ12 ing by coordinating with— 

13 ‘‘(i) students, families, educators, 

14 principals, and other school leaders of eligi15 ble schools identified under subparagraph 

16 (D); 

17 ‘‘(ii) service providers, including po18 tential service providers, and system-level 

19 partners, such as government agencies, In20 dian Tribes, Tribal organizations, Native 

21 Hawaiian organizations, relevant labor or22 ganizations, and nonprofit and other com23 munity-based partners; and 

24 ‘‘(iii) community members, such as 

25 residents, community led councils, local 


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1 businesses, stakeholders, early childhood 

2 education providers, hospitals or clinics, 

3 community organizations, and local non4 profit organizations. 

5 ‘‘(F) An identification of the initial com6 munity-wide leadership team for purposes of 

7 this section and the school-based leadership 

8 team for each eligible school identified under 

9 subparagraph (D), and, if either such team 

10 does not exist as of the date of the application, 

11 the process that will be put in place to establish 

12 such team. 

13 ‘‘(G) If applicable, plans for hiring addi14 tional staff, providing additional compensation 

15 to existing staff, or contracting with 1 or more 

16 nonprofit entities to help the eligible entity 

17 apply for an implementation grant under sub18 section (c). 

19 ‘‘(H) A data-sharing agreement between 

20 the local educational agency and partner enti21 ties and services that ensure the sharing of rel22 evant real-time student data to conduct the 

23 needs and assets assessment described in para24 graph (2)(A)(i)(I). 


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1 ‘‘(I) An assurance that any grant funds 

2 awarded will benefit members of the community 

3 served without discrimination based on race, 

4 color, religion, sex (including sexual orientation 

5 and gender identity), age, or disability. 

6 ‘‘(J) An assurance that any full-service 

7 community school opened with the use of grant 

8 funds under this section will hold leadership 

9 team meetings that are open to the public, and 

10 that records related to finances, personnel, and 

11 other decisionmaking processes for those 

12 schools will be made available for public review. 

13 ‘‘(2) PLANNING AND CAPACITY BUILDING

14 GRANT ACTIVITIES.— 

15 ‘‘(A) IN GENERAL.—An eligible entity re16 ceiving a planning and capacity building grant 

17 under this subsection shall— 

18 ‘‘(i)(I) conduct a needs and assets as19 sessment for each eligible school partici20 pating in the grant that identifies the aca21 demic, social and emotional, physical and 

22 mental health, and other needs of at least 

23 50 percent of students, families, and school 

24 staff, and engages a significant number of 

25 community members for each school; and 


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1 ‘‘(II) analyze the results of the assess2 ment; 

3 ‘‘(ii) hire or designate a community 

4 school coordinator to lead the needs and 

5 assets assessment; 

6 ‘‘(iii) establish or support a commu7 nity-wide leadership team to support all of 

8 the designated schools; 

9 ‘‘(iv) establish a school-based leader10 ship team for each participating eligible 

11 school; 

12 ‘‘(v) convene the community-wide 

13 leadership team as quickly as practicable, 

14 and not later than 180 days after the date 

15 of receipt of the grant; 

16 ‘‘(vi) work with community-wide lead17 ership teams and school-based leadership 

18 teams to identify, and collaborate with, 

19 service providers— 

20 ‘‘(I) that have the capacity, and 

21 demonstrated effectiveness, to partici22 pate in a full-service community 

23 school and provide integrated student 

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1 munity school in the relevant area; 

2 and 

3 ‘‘(II) which may include public, 

4 private, and nonprofit agencies or or5 ganizations that provide higher edu6 cation, educational enrichment, sub7 stance abuse prevention and edu8 cation, mental and physical health 

9 services, homeless prevention, eviction 

10 protections, emergency and long-term 

11 housing stability and affordable home 

12 ownerships services, transportation, 

13 job training, neighborhood develop14 ment, such as affordable housing and 

15 economic development, and social wel16 fare services; 

17 ‘‘(vii) complete a planning report, as 

18 described in subparagraph (C), that details 

19 the implementation plan before moving for20 ward with implementation; 

21 ‘‘(viii) ensure that meetings of the 

22 leadership teams are open to the public, 

23 and that records related to finances, per24 sonnel, and other decisionmaking processes 

25 are made available for public review; 


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1 ‘‘(ix) if necessary, hire and train addi2 tional staff, provide additional compensa3 tion to existing staff, or contract with a 

4 nonprofit entity or entities to aid in the ac5 tivities necessary to apply for an imple6 mentation grant or implement the full7 service community school plan described in 

8 clause (x); and 

9 ‘‘(x) craft a full-service community 

10 school plan for each eligible school identi11 fied under paragraph (1)(D), including a 

12 description of— 

13 ‘‘(I) how the community school 

14 coordinator assigned to each such 

15 school, community school initiative di16 rector, and community-wide leadership 

17 team, will be expected to fulfill their 

18 responsibilities; 

19 ‘‘(II) how collaborative leadership 

20 and practices structures and strate21 gies will be identified and used; 

22 ‘‘(III) the integrated student sup23 ports or stakeholder services, ex24 panded and enriched learning time 

25 and opportunities, and active family 


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1 and community engagement activities 

2 that will be tailored to the needs and 

3 assets assessment conducted under 

4 clause (i)(I) and provided in each such 

5 school; 

6 ‘‘(IV) how each such school will 

7 provide culturally and linguistically in8 clusive communication between such 

9 school and families; 

10 ‘‘(V) how each such school will 

11 establish and maintain partnerships 

12 with nonprofit organizations, faith 

13 and community-based institutions, in14 stitutions of higher education (includ15 ing teacher preparation institutions), 

16 hospitals, museums, businesses, and 

17 other community entities that will 

18 help implement the full-service com19 munity school plan and that will par20 ticipate in a community-wide leader21 ship structure; 

22 ‘‘(VI) how services and activities 

23 described in subclause (III) to be pro24 vided will supplement, not supplant, 

25 existing programs and activities at the 


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1 eligible school as of the date of appli2 cation; and 

3 ‘‘(VII) if applicable, a description 

4 of the additional Federal, State, local, 

5 and private funds that will be 

6 accessed to carry out activities de7 scribed in subclause (III). 

8 ‘‘(B) REVISION OF COMMUNITY-WIDE

9 LEADERSHIP STRUCTURE.—An eligible entity 

10 receiving a planning grant under this subsection 

11 may revise the eligible entity’s community-wide 

12 leadership team membership as needed to re13 flect— 

14 ‘‘(i) the results of each eligible 

15 school’s needs and asset assessment under 

16 subparagraph (A)(i); and 

17 ‘‘(ii) the eligible entity’s subsequent 

18 identification of partner entities. 

19 ‘‘(C) PLANNING AND CAPACITY BUILDING

20 GRANT REPORT.—Not later than 2 years after 

21 receiving a planning grant under this sub22 section, the eligible entity shall submit to the 

23 Secretary a planning report that includes the 

24 following: 


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1 ‘‘(i) A description of the actions taken 

2 to coordinate and, in collaboration with its 

3 partner entities, facilitate the provision of 

4 strategies aligned to the pillars of commu5 nity schools to enable at least 1 eligible 

6 school to become a full-service community 

7 school. 

8 ‘‘(ii) A comprehensive plan that in9 cludes descriptions of the following: 

10 ‘‘(I) Results of a thorough needs 

11 and assets assessment, as described in 

12 subparagraph (A)(i), of students, 

13 staff, families, and communities for 

14 each eligible school to be served 

15 through the proposed full-service com16 munity schools initiative of the eligible 

17 entity. 

18 ‘‘(II) The student, family, school, 

19 neighborhood, and community to be 

20 served by each eligible school identi21 fied for the implementation of a full22 service community school program, in23 cluding demographic information on 

24 race, ethnicity, socioeconomic status, 


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1 and disability status for the school 

2 and the local community. 

3 ‘‘(III) How a full-service commu4 nity school program contributes to ad5 vancing the strategic full-service com6 munity school improvement goals and 

7 efforts of the eligible entity. 

8 ‘‘(iii) Plans for sustaining all pillars of 

9 community schools in the identified eligible 

10 schools, which respond to the needs assess11 ment results for each pillar of community 

12 schools. 

13 ‘‘(iv) A description of projects that 

14 propose to conduct initial development and 

15 coordination activities that leverage the 

16 findings of a needs assessment and a sub17 sequent plan to be conducted during the 

18 grant period for each school identified in 

19 the application. 

20 ‘‘(v) Annual measurable performance 

21 objectives and goals from a results frame22 work to be used by the eligible entity, 

23 disaggregated for all students and each 

24 subgroup of students, as defined in section 

25 1111(c)(2), including an increase in the 


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1 number and percentage of families and 

2 students targeted for services each year of 

3 the proposed full-service community school 

4 program, in order to ensure that children 

5 are— 

6 ‘‘(I) meeting the challenging 

7 State academic standards established 

8 under section 1111(b); and 

9 ‘‘(II) safe, healthy, and sup10 ported by engaged families. 

11 ‘‘(vi) A description of the integrated 

12 student support services, including existing 

13 and additional integrated student support 

14 services, to be coordinated by the commu15 nity school coordinator and provided by the 

16 eligible entity and its partner entities 

17 through each proposed full-service commu18 nity school, including an explanation of— 

19 ‘‘(I) why such services have been 

20 selected, including references to the 

21 needs and assets assessment described 

22 in subparagraph (A)(i); 

23 ‘‘(II) how such services will im24 prove student social, emotional, and 

25 academic development; 


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1 ‘‘(III) how such services address 

2 the mental health needs of students 

3 and the use of trauma informed care; 

4 ‘‘(IV) how such services will ad5 dress the annual measurable perform6 ance objectives and outcomes de7 scribed in clause (v); 

8 ‘‘(V) plans for student transpor9 tation to and from after-school and 

10 summer activities offered through the 

11 proposed full-service community 

12 schools; 

13 ‘‘(VI) the services designed to ad14 dress the needs for youth 

15 transitioning out of high school or dis16 connected youth aged 16 through 24; 

17 and 

18 ‘‘(VII) services and supports to 

19 prepare students for college and im20 prove college access, and services to 

21 help students transition to higher edu22 cation. 

23 ‘‘(vii) Plans, including a description of 

24 the applicable funding sources, to ensure 

25 that each proposed full-service community 


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1 school site is served by a full-time commu2 nity school coordinator— 

3 ‘‘(I) at such school; or 

4 ‘‘(II) in the case of an eligible 

5 school in a rural area or on Tribal 

6 lands, as described in section 

7 4622(2)(A). 

8 ‘‘(viii) Plans for professional develop9 ment, for the personnel of each proposed 

10 full-service community school and partner 

11 service providers, on— 

12 ‘‘(I) managing, coordinating, or 

13 delivering integrated student support 

14 services; 

15 ‘‘(II) expanded and enriched 

16 learning time and opportunities; 

17 ‘‘(III) active family engagement; 

18 and 

19 ‘‘(IV) collaborative leadership 

20 and practices. 

21 ‘‘(ix) Plans to establish a school-based 

22 leadership team and plans for joint utiliza23 tion of school facilities, which shall include 

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1 munity school coordinator and members of 

2 the school-based leadership teams, families, 

3 and the community, to plan, evaluate 

4 progress, and reassess needs. 

5 ‘‘(x) Plans for annual evaluation 

6 based upon attainment of the performance 

7 objectives and outcomes described in clause 

8 (v). 

9 ‘‘(xi) Plans for sustaining the pro10 grams and services described in this sub11 section, including plans to leverage commu12 nity partners and existing revenue streams 

13 at the proposed full-service community 

14 schools upon the end of any implementa15 tion grant under subsection (c). 

16 ‘‘(D) TIMING AND ELIGIBILITY.—An eligi17 ble entity receiving a planning and capacity 

18 building grant under this subsection is eligible 

19 to apply for an implementation grant under 

20 subsection (c) immediately upon the completion 

21 of all grant requirements under this subsection 

22 and the submission of the planning report to 

23 the Secretary under subparagraph (C). 

24 ‘‘(c) IMPLEMENTATION GRANTS.— 


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1 ‘‘(1) APPLICATION.—An eligible entity desiring 

2 an implementation grant under subsection 

3 (a)(1)(A)(ii) shall— 

4 ‘‘(A) in the case of an eligible entity that 

5 received and completed a planning grant, be 

6 able to access an expedited process to apply for 

7 such grant, based on the planning report devel8 oped under subsection (b)(2)(C); 

9 ‘‘(B) in the case of an eligible entity that 

10 has not successfully completed a planning grant 

11 under subsection (b), submit an application, at 

12 such time and in such manner as required by 

13 the Secretary, that— 

14 ‘‘(i) demonstrates that the eligible en15 tity has completed the planning activities 

16 described in subsection (b)(2); and 

17 ‘‘(ii) includes the information required 

18 under the application under subsection 

19 (b)(2)(A) and a planning report as de20 scribed in subsection (b)(2)(C); 

21 ‘‘(C) provide a data-sharing agreement be22 tween the local educational agency and partner 

23 entities and services that ensures the sharing of 

24 relevant and timely student data to determine 


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1 the provision of services and assess program 

2 progress and quality; 

3 ‘‘(D) provide an assurance that any grant 

4 funds awarded will benefit members of the com5 munity served without discrimination based on 

6 race, color, religion, gender (including sexual 

7 orientation and gender identity), age, or dis8 ability; 

9 ‘‘(E) provide an assurance that any full10 service community school will hold leadership 

11 team meetings that are open to the public, and 

12 that records related to finances, personnel, and 

13 other decisionmaking processes for those 

14 schools will be made available for public review; 

15 and 

16 ‘‘(F) describe how the eligible entity— 

17 ‘‘(i) plans to sustain implementation 

18 at each school site to ensure that the eligi19 ble entity’s work can continue and grow 

20 after the grant period ends; and 

21 ‘‘(ii) will use some of the grant fund22 ing to develop or strengthen system-level 

23 infrastructure to support and sustain the 

24 identified full-service community schools. 


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1 ‘‘(2) SELECTION CRITERION.—The Secretary 

2 shall use the following criteria when evaluating eligi3 ble entities as part of the selection process for a 

4 grant under this subsection: 

5 ‘‘(A) The extent to which the design of the 

6 proposed project reflects relevant and evidence7 based findings from research, and includes a 

8 high-quality plan for project implementation in9 tegrating the pillars of community schools and 

10 the use of appropriate evaluation methods to 

11 ensure successful achievement of project objec12 tives. 

13 ‘‘(B) The extent to which the applicant will 

14 ensure that a diversity of perspectives is 

15 brought to bear in the design and operation of 

16 the proposed project, including those of fami17 lies, educators and staff, beneficiaries of serv18 ices, school leadership, and community leader19 ship. 

20 ‘‘(C) The extent to which the applicant has 

21 plans for a full-time community school coordi22 nator at each school, includes a plan to sustain 

23 such position beyond the grant period, and pro24 vides a description of how such position will 

25 serve to integrate, coordinate, and facilitate 


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1 programs and partnership services at each 

2 school. 

3 ‘‘(D) The extent to which the applicant 

4 has, or demonstrates a strong plan to have, a 

5 consortium broadly representative of community 

6 stakeholders and needs. 

7 ‘‘(3) GRANT AMOUNTS.—The Secretary shall 

8 award an amount of grant funding under this sub9 section to each grantee that is commensurate with 

10 the number of local schools that will be served by 

11 grant funds. 

12 ‘‘(4) USE OF FUNDS.—An eligible entity receiv13 ing an implementation grant under this subsection 

14 shall use grant funds to carry out all of the fol15 lowing: 

16 ‘‘(A) In collaboration with the partner enti17 ties and service providers identified under sub18 section (b)(1)(C), establish not less than 1 full19 service community school in the area served by 

20 the eligible entity, by facilitating the provision 

21 of the pillars of community schools in each eli22 gible school served under the grant. 

23 ‘‘(B) Fund a community school coordinator 

24 who is responsible for coordinating the provi25 sion of the pillars of community schools at, and 


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1 working with the collaborative leadership struc2 ture of, each eligible school to be served under 

3 the grant. 

4 ‘‘(C) Establish, support, or maintain— 

5 ‘‘(i) a school-based leadership team, 

6 community-wide leadership team, or educa7 tor learning communities to establish a 

8 strong collaborative leadership structure 

9 for each eligible school to be served; and 

10 ‘‘(ii) a community-wide leadership 

11 team to establish a strong collaborative 

12 leadership structure to support all eligible 

13 schools being served. 

14 ‘‘(D) Ensure that meetings of the leader15 ship teams are open to the public, and that 

16 records related to finances, personnel, and other 

17 decisionmaking processes are made available for 

18 public review. 

19 ‘‘(E) Implement integrated student sup20 ports at the eligible school to be served, includ21 ing not less than 2 of the following: 

22 ‘‘(i) Health and social services, which 

23 may be based in the eligible school or pro24 vided in the community, including primary 


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1 health, dental care, vision care, and mental 

2 health including trauma-informed care. 

3 ‘‘(ii) Nutrition services, including pro4 viding additional meals or assistance in ac5 cessing Federal, State, and local food as6 sistance programs. 

7 ‘‘(iii) Programs that provide assist8 ance to students of the eligible school who 

9 have been or are at risk of being chron10 ically absent, suspended, or expelled, and 

11 students who are not on track to meeting 

12 the challenging State academic standards 

13 under section 1111(b), including— 

14 ‘‘(I) mentoring and other youth 

15 development programs; 

16 ‘‘(II) programs that support posi17 tive and equitable school climates, in18 cluding restorative justice practices 

19 and culturally competent pedagogy 

20 and practices, or juvenile crime pre21 vention and rehabilitation programs; 

22 ‘‘(III) specialized instructional 

23 support services; 

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1 term housing stability, and affordable 

2 home ownership services; 

3 ‘‘(V) developmentally appropriate 

4 physical education; 

5 ‘‘(VI) legal services, including im6 migration-related legal services; 

7 ‘‘(VII) dropout prevention pro8 grams and reengagement programs; 

9 ‘‘(VIII) supports for students in 

10 foster care and children experiencing 

11 homelessness; 

12 ‘‘(IX) transportation services 

13 necessary for students to access inte14 grated student support services, ex15 panded and enriched learning time 

16 and opportunities, family and commu17 nity engagement activities, or other 

18 services and activities identified to 

19 support the development of students; 

20 and 

21 ‘‘(X) technical assistance for stu22 dents with limited access to digital de23 vices or high-speed internet services. 

24 ‘‘(F) Implement expanded and enriched 

25 learning time, which may include— 


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1 ‘‘(i) additional academic instruction 

2 and high-quality, evidence-based tutoring; 

3 ‘‘(ii) before- and after-school and 

4 summer learning programs; 

5 ‘‘(iii) mentorship programs; 

6 ‘‘(iv) workforce development activities, 

7 including career and technical education, 

8 internships, pre-apprenticeship programs, 

9 and service-learning opportunities; 

10 ‘‘(v) student support services for chil11 dren with disabilities; 

12 ‘‘(vi) additional college access support, 

13 including earning college credit while in 

14 high school, college visits, summer bridge 

15 programs, college counseling, or other serv16 ices geared towards college success; and 

17 ‘‘(vii) enrichment of advanced skill de18 velopment in areas of interest including 

19 music, arts, sports, finance, technology, or 

20 other areas. 

21 ‘‘(G) Implement active family and commu22 nity engagement strategies, which may in23 clude— 


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1 ‘‘(i) culturally and linguistically inclu2 sive communication between such school 

3 and families; 

4 ‘‘(ii) on-site early childhood care and 

5 education programs; 

6 ‘‘(iii) home visitation services by edu7 cators and other professionals who are em8 ployed by the eligible entity or a service 

9 provider; 

10 ‘‘(iv) adult education, including in11 struction in English as a second language 

12 programs, financial literacy education, pro13 grams that lead to a regular high school 

14 diploma, or credit recovery programs; 

15 ‘‘(v) workforce development activities, 

16 including job search and preparation serv17 ices and career advancement activities; 

18 ‘‘(vi) legal services, such as help with 

19 green card or citizenship preparation; 

20 ‘‘(vii) programs that aid family and 

21 community well-being, including accessing 

22 homeless prevention, eviction protections, 

23 emergency and long-term housing stability, 

24 and affordable home ownership services; 


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1 ‘‘(viii) programs that promote paren2 tal and family involvement, family literacy, 

3 education, career, and employment ad4 vancement, and provide volunteer opportu5 nities; 

6 ‘‘(ix) assistance and supports for chil7 dren and young people involved in the child 

8 welfare system; 

9 ‘‘(x) higher education preparation 

10 courses, including credit accumulation and 

11 other higher education or continuing edu12 cation preparation courses, and college 

13 counseling to prepare students and families 

14 for higher education; and 

15 ‘‘(xi) child abuse and neglect preven16 tion activities, including services to 

17 strengthen families. 

18 ‘‘(H) Implement collaborative leadership 

19 and practice strategies, which may include— 

20 ‘‘(i) building the capacity of edu21 cators, principals, other school leaders, and 

22 other staff to lead collaborative school im23 provement structures, such as professional 

24 learning communities; 


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1 ‘‘(ii) regularly convening or engaging 

2 all partners, such as— 

3 ‘‘(I) students, families, educators, 

4 principals, and other school leaders of 

5 identified eligible schools; 

6 ‘‘(II) service providers, including 

7 potential service providers, and sys8 tem-level partners, such as govern9 ment agencies, Indian Tribes, Tribal 

10 organizations, Native Hawaiian orga11 nizations, relevant labor organizations, 

12 and nonprofit and other community13 based partners; and 

14 ‘‘(III) community members, such 

15 as residents, community led councils, 

16 local businesses, stakeholders, early 

17 childhood education providers, hos18 pitals or clinics, community organiza19 tions, and local nonprofit organiza20 tions; 

21 ‘‘(iii) regularly assessing program 

22 quality and progress through individual 

23 student data, participant feedback, and ag24 gregate outcomes to develop strategies for 

25 improvement; and 


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1 ‘‘(iv) organizing school personnel and 

2 community partners into working teams fo3 cused on specific issues identified in the 

4 needs and assets assessment. 

5 ‘‘(I) Support and enable the district liaison 

6 described in subsection (b)(1)(E) to lead the 

7 community-wide leadership team and carry out 

8 the activities described in the eligible entity’s 

9 application and planning report submitted 

10 under paragraph (1). 

11 ‘‘(5) PROHIBITION ON DISCRIMINATION.—An 

12 eligible entity receiving a grant under this subsection 

13 shall ensure that activities carried out with grant 

14 funds serve members of the community without dis15 crimination based on race, color, religion, sex (in16 cluding sexual orientation and gender identity), age, 

17 or disability. 

18 ‘‘(6) IMPLEMENTATION GRANT REPORT.—At 

19 the end of the grant period, an eligible entity receiv20 ing a grant under this subsection shall prepare and 

21 complete a report designed by the Secretary that— 

22 ‘‘(A) for each eligible school operating a 

23 full-service community school program— 

24 ‘‘(i) details the impact of the full-serv25 ice community school program on student 


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1 opportunities and outcomes, including aca2 demic achievement, as aligned with the re3 sults framework of the eligible entity, in4 cluding achievement based on the chal5 lenging State academic standards estab6 lished under section 1111(b); 

7 ‘‘(ii) includes school climate informa8 tion, which may come from student, par9 ent, or educator surveys, that shall be 

10 cross-tabulated and disaggregated by sub11 group of students (as defined under section 

12 1111(c)(2)), including— 

13 ‘‘(I) school discipline data such 

14 as suspension and expulsion rates; 

15 ‘‘(II) measures of student en16 gagement, safety, attendance, staff 

17 qualifications and turnover, and fam18 ily involvement; and 

19 ‘‘(III) measures of students’ so20 cial emotional skills, habits, and 

21 mindsets; 

22 ‘‘(iii) describes— 

23 ‘‘(I) the integrated student sup24 ports, expanded and enriched learning 

25 time and opportunities, and family 


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1 and community engagement activities 

2 offered by the full-service community 

3 school program at the eligible school; 

4 and 

5 ‘‘(II) the collaborative leadership 

6 and practice structures in place at the 

7 eligible school; 

8 ‘‘(iv) includes information on the 

9 number, qualifications, experience, and re10 tention of school staff at the eligible 

11 school, including the number and percent12 age of fully certified teachers, 

13 disaggregated by race and ethnicity, and 

14 rates of teacher turnover; and 

15 ‘‘(v) details academic and whole-child 

16 outcomes in the eligible school, as aligned 

17 with the results framework of the eligible 

18 entity, which may include information on 

19 school readiness, mental and physical 

20 health, academic achievement, high school 

21 graduation rates, college acceptance and 

22 matriculation, reduced racial and economic 

23 achievement gaps, school climate, and 

24 school attendance; and 


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1 ‘‘(B) identifies any cost savings from 

2 greater coordination between full-service com3 munity schools and partner organizations in 

4 providing services through the full-service com5 munity school program, including any integra6 tion of grant funds with funding from commu7 nity partners and existing funding streams, and 

8 changes in school spending as a result of the 

9 full-service community school program. 

10 ‘‘(d) EXPANSION GRANTS.— 

11 ‘‘(1) ELIGIBLE EXPANSION GRANT RECIPI12 ENTS.— 

13 ‘‘(A) IN GENERAL.—In order to receive an 

14 expansion grant under this subsection, an eligi15 ble entity shall, as of the date of application 

16 under this subsection, operate 1 or more— 

17 ‘‘(i) full-service community schools 

18 supported under subsection (c) or (e); or 

19 ‘‘(ii) full-service community schools 

20 supported under another source of funding. 

21 ‘‘(B) SPECIAL RULE.—For purposes of 

22 subparagraph (A)(ii), the Secretary may deem a 

23 school to be a full-service community school if 

24 the school provides integrated student supports 

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1 retary, sufficiently similar to a full-service com2 munity school supported under subsection (c). 

3 ‘‘(2) APPLICATIONS.—An eligible entity that de4 sires an expansion grant under this subsection shall 

5 submit an application to the Secretary for each eligi6 ble school proposed to be served. The application 

7 shall include the following: 

8 ‘‘(A) A needs and assets assessment for 

9 the eligible school. 

10 ‘‘(B) Information about the school that in11 cludes— 

12 ‘‘(i) student demographic, academic 

13 opportunity and achievement, and school 

14 climate data— 

15 ‘‘(I) disaggregated by major de16 mographic groups, including— 

17 ‘‘(aa) student subgroups (as 

18 defined under section 

19 1111(c)(2)), students experi20 encing homelessness, and chil21 dren or youth in foster care; and 

22 ‘‘(bb) eligibility for a free or 

23 reduced price lunch under the 

24 Richard B. Russell National 


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1 School Lunch Act (42 U.S.C. 

2 1751 et seq.); and 

3 ‘‘(II) including the number of 

4 students who are children with dis5 abilities; 

6 ‘‘(ii) a description of the need for, and 

7 access to, integrated student supports; 

8 ‘‘(iii) a description of the need for, 

9 and access to, expanded and enriched 

10 learning time and opportunities; 

11 ‘‘(iv) school funding information, in12 cluding Federal, State, Tribal, local, and 

13 private education funding, and per-pupil 

14 spending, based on actual salaries of per15 sonnel assigned to the eligible school; 

16 ‘‘(v) information on the number, 

17 qualifications, experience, and stability of 

18 school staff, including the number and per19 centage of fully certified teachers, 

20 disaggregated by race and ethnicity, and 

21 rates of teacher turnover; 

22 ‘‘(vi) active family and community en23 gagement information, including— 

24 ‘‘(I) family and community needs 

25 based on surveys, information from 


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1 public meetings, or information gath2 ered by other means; 

3 ‘‘(II) efforts to provide culturally 

4 and linguistically inclusive commu5 nication between schools and families; 

6 and 

7 ‘‘(III) need for and access to 

8 family and community engagement ac9 tivities; 

10 ‘‘(vii) collaborative leadership and 

11 practices, including a description of the eli12 gible school’s community-wide leadership 

13 team, school-based leadership teams, edu14 cator learning communities, and common 

15 planning time for educators; 

16 ‘‘(viii) opportunities for partnerships 

17 with entities that can partner with the eli18 gible school to establish or strengthen a 

19 community-wide leadership structure; and 

20 ‘‘(ix) community climate indicators, 

21 including housing instability, unemploy22 ment, poverty, availability of jobs that 

23 offer a living wage, health indicators, 

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1 ronmental hazards, crime, and gang activ2 ity. 

3 ‘‘(C) A full-service community school plan, 

4 which shall include a description of— 

5 ‘‘(i) how the community school coordi6 nator and, as applicable, community school 

7 initiative director, and community-wide 

8 leadership team will be expected to fulfill 

9 their responsibilities; 

10 ‘‘(ii) the collaborative leadership and 

11 practices structures and strategies to be 

12 used; 

13 ‘‘(iii) the integrated student supports 

14 or services provided by partner entities, ex15 panded and enriched learning time and op16 portunities, and active family and commu17 nity engagement activities that will be tai18 lored to the needs and assets assessment 

19 and provided in accordance with this sub20 section; 

21 ‘‘(iv) how the eligible school will pro22 vide culturally and linguistically inclusive 

23 communication between schools and fami24 lies; 


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1 ‘‘(v) how the eligible school will estab2 lish and maintain partnerships— 

3 ‘‘(I) to implement and sustain 

4 the full-service community school 

5 plan; and 

6 ‘‘(II) that will participate in a 

7 community-wide leadership structure; 

8 ‘‘(vi) how activities chosen will rein9 force, and not duplicate, existing programs 

10 and activities at the eligible school as of 

11 the date of application; and 

12 ‘‘(vii) if applicable, a description of 

13 the additional Federal, State, local, and 

14 private funds that will be accessed to carry 

15 out activities under the grant. 

16 ‘‘(D) A data-sharing agreement between 

17 the local educational agency and partner enti18 ties and services that ensure the sharing of rel19 evant real-time student data to determine the 

20 provision of services and assess program 

21 progress and quality. 

22 ‘‘(E) An assurance that any grant funds 

23 awarded will benefit members of the community 

24 served without discrimination based on race, 


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1 color, religion, sex (including sexual orientation 

2 and gender identity), age, or disability. 

3 ‘‘(F) An assurance that any full-service 

4 community school opened with the use of grant 

5 funds will hold leadership team meetings that 

6 are open to the public, and that records related 

7 to finances, personnel, and other decision8 making processes for those schools are made 

9 available for public review. 

10 ‘‘(3) USES OF FUNDS.—An eligible entity re11 ceiving an expansion grant under this subsection 

12 shall use grant funds to— 

13 ‘‘(A) carry out projects that propose to 

14 deepen and expand the eligible entity’s invest15 ment in full-service community schools, in a 

16 manner that includes partners, such as— 

17 ‘‘(i) students, families, educators, 

18 principals, and other school leaders of 

19 identified eligible schools; 

20 ‘‘(ii) service providers, including po21 tential service providers, and system-level 

22 partners, such as government agencies, In23 dian Tribes, Tribal organizations, Native 

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1 ganizations, and nonprofit and other com2 munity-based partners; and 

3 ‘‘(iii) community members, such as 

4 residents, community led councils, local 

5 businesses, stakeholders, early childhood 

6 education providers, hospitals or clinics, 

7 community organizations, and local non8 profit organizations; and 

9 ‘‘(B) scale up or expand a full-service com10 munity school described in paragraph (1) that 

11 the eligible entity is operating as of the date of 

12 application, including by— 

13 ‘‘(i) funding a community school coor14 dinator to work at the proposed eligible 

15 school or for the eligible entity; 

16 ‘‘(ii) funding an initiative-level com17 munity school coordinator to support all 

18 existing full-service community schools de19 scribed in paragraph (1), and new full20 service community schools, supported by 

21 the eligible entity; 

22 ‘‘(iii) creating or strengthening a com23 munity-wide leadership team that, with re24 spect to all full-service community schools 

25 supported by the eligible entity, provides— 


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1 ‘‘(I) a results-based vision for the 

2 full-service community schools; 

3 ‘‘(II) data and evaluation; 

4 ‘‘(III) finance and resource devel5 opment; 

6 ‘‘(IV) alignment and integration 

7 of the goals of the full-service commu8 nity schools with the pillars of com9 munity schools, and implementation of 

10 those goals; 

11 ‘‘(V) supportive policy and prac12 tices; 

13 ‘‘(VI) professional development 

14 for staff and technical assistance; 

15 ‘‘(VII) broad community engage16 ment; 

17 ‘‘(VIII) meetings that are open to 

18 the public, and records related to fi19 nances, personnel, and other decision20 making processes that are made avail21 able for public review; and 

22 ‘‘(IX) supporting overlapping 

23 needs of existing full-service commu24 nity schools described in paragraph 

25 (1); 


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1 ‘‘(iv) identifying an intermediary enti2 ty (which can be the local educational 

3 agency or another local government agency 

4 or a combination of these agencies in part5 nership with a nonprofit organization) to 

6 provide planning, coordination, and man7 agement of the full-service community 

8 school initiative supported under the grant, 

9 in consultation with the community-wide 

10 leadership team and full-service community 

11 school sites; 

12 ‘‘(v) creating an internal process to 

13 replicate the existing full-service commu14 nity schools described in paragraph (1) in 

15 other eligible schools; 

16 ‘‘(vi) conducting a needs and assets 

17 assessment and crafting a full-service com18 munity school plan for each eligible school 

19 to be served by the grant, led by the com20 munity school coordinator; 

21 ‘‘(vii) providing resources for addi22 tional full-service community schools, 

23 which shall serve members of the commu24 nity without discrimination based on race, 

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1 entation and gender identity), age, or dis2 ability; 

3 ‘‘(viii) carrying out any activity de4 scribed in subsection (b)(2) in order to es5 tablish new full-service community schools; 

6 ‘‘(ix) carrying out any activity de7 scribed in subparagraph (D), (E), (F), 

8 (G), or (H) of subsection (c)(4) at an ex9 isting full-service community school de10 scribed in paragraph (1); or 

11 ‘‘(x) funding an evaluation of activi12 ties supported by the grant under this sec13 tion by— 

14 ‘‘(I) regularly tracking full-serv15 ice community school data; 

16 ‘‘(II) supporting full-service com17 munity schools in collecting data for 

18 analysis, evaluation, and continuous 

19 improvement; or 

20 ‘‘(III) carrying out an evaluation 

21 of the effects of each existing full22 service community school described in 

23 paragraph (1) that is supported under 

24 this section and an evaluation of the 


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1 cumulative effects of all full-service 

2 community schools. 

3 ‘‘(4) EXPANSION GRANT REPORT.—At the end 

4 of the grant period, an eligible entity that received 

5 a grant under this subsection shall prepare and com6 plete a report, designed by the Secretary, that— 

7 ‘‘(A) details the impact of the full-service 

8 community school program on student opportu9 nities and outcomes, including academic 

10 achievement; 

11 ‘‘(B) demonstrates district-wide collabora12 tion for the full-service community schools; 

13 ‘‘(C) includes school climate information 

14 for all full-service community schools served by 

15 the same local educational agency as the full16 service community school that is supported 

17 under the grant; 

18 ‘‘(D) describes— 

19 ‘‘(i) the integrated student supports, 

20 expanded and enriched learning time and 

21 opportunities, and family and community 

22 engagement activities offered through the 

23 grant; and 


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1 ‘‘(ii) the collaborative leadership and 

2 practice structures in place at both the 

3 school and community levels; and 

4 ‘‘(E) identifies any cost savings from 

5 greater coordination between full-service com6 munity schools and partner organizations in 

7 providing services through the full-service com8 munity school program supported under this 

9 subsection, including any— 

10 ‘‘(i) integration of grant funds with 

11 funding from community partners and ex12 isting funding streams as of the day before 

13 the receipt of the grant under this sub14 section; and 

15 ‘‘(ii) changes in school spending as a 

16 result of the full-service community school 

17 program supported under this subsection. 

18 ‘‘(e) RENEWAL.— 

19 ‘‘(1) IN GENERAL.—Notwithstanding any other 

20 provisions of this section, the Secretary may renew 

21 a grant provided to an eligible entity under sub22 section (c) or (d) for an additional period of not to 

23 exceed 5 years, if the eligible entity— 


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1 ‘‘(A) has satisfactorily completed an imple2 mentation or expansion grant under subsection 

3 (c) or (d), respectively; 

4 ‘‘(B) applies for a renewal under this sub5 section; and 

6 ‘‘(C) details academic and whole-child out7 comes for all students and each subgroup of 

8 students, as defined in section 1111(c)(2), in 

9 the eligible schools assisted under the grant 

10 that aligns with the results framework of the el11 igible entity, which may include information on 

12 school readiness, mental and physical health, 

13 academic achievement, high school graduation 

14 rates, postsecondary education acceptance and 

15 matriculation, reduced racial and economic op16 portunity and achievement gaps, school climate, 

17 and school attendance. 

18 ‘‘(2) USE OF FUNDS.—An eligible entity that 

19 has a grant renewed under this subsection shall— 

20 ‘‘(A) use the grant funds provided for ac21 tivities described in subsection (c)(4), in the 

22 case of a renewed implementation grant, or sub23 section (d)(3), in the case of a renewed expan24 sion grant; and 


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1 ‘‘(B) be subject to all requirements, includ2 ing reporting requirements, under subsection 

3 (c) or (d), as applicable. 

4 ‘‘(f) STATE GRANTS.— 

5 ‘‘(1) IN GENERAL.—A State receiving a grant 

6 under subsection (a)(1)(B) shall use the grant for 

7 the planning, implementation, and expansion of full8 service community schools in the State, in accord9 ance with paragraph (3). 

10 ‘‘(2) APPLICATIONS.—A State desiring a grant 

11 under this subsection shall submit an application to 

12 the Secretary at such time, in such manner, and 

13 containing such information as the Secretary may 

14 require, including the following: 

15 ‘‘(A) Information about State spending on 

16 education priorities, policies, and programs that 

17 is consistent with the pillars of community 

18 schools. 

19 ‘‘(B) A plan for creating a State liaison 

20 position who will— 

21 ‘‘(i) oversee the implementation of 

22 funds under this grant; and 

23 ‘‘(ii) support and coordinate full-serv24 ice community school efforts in the State 

25 educational agency. 


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1 ‘‘(C) A description of the full-service com2 munity schools in the State, as of the date of 

3 application. 

4 ‘‘(D) A description of the State’s initial 

5 goals for the grant. 

6 ‘‘(E) An assurance that the State will 

7 use— 

8 ‘‘(i) not more than 5 percent of the 

9 grant funds awarded under this subsection 

10 for the administration costs of the grant; 

11 and 

12 ‘‘(ii) not less than 95 percent of such 

13 funds to directly benefit local educational 

14 agencies or public elementary schools or 

15 secondary schools, through supporting pro16 fessional development, providing direct 

17 support or technical assistance, or award18 ing subgrants to local educational agencies 

19 under paragraph (4)(B). 

20 ‘‘(F) An assurance that any grant funds 

21 awarded will benefit members of the community 

22 served without discrimination based on race, 

23 color, religion, gender (including sexual orienta24 tion and gender identity), age, or disability. 


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1 ‘‘(G) An assurance that any full-service 

2 community school supported by grant funds will 

3 hold leadership team meetings that are open to 

4 the public, and that records related to finances, 

5 personnel, and other decisionmaking processes 

6 for those schools are made available for public 

7 review. 

8 ‘‘(3) REQUIRED ACTIVITIES.—A State edu9 cational agency receiving a grant under this sub10 section shall— 

11 ‘‘(A) provide subgrants to local educational 

12 agencies in accordance with subsection (c) or 

13 (d) to start new full-service community schools 

14 or sustain existing full-service community 

15 schools as of the date of receiving funds for the 

16 subgrant, and distribute such subgrants in a 

17 manner that ensures that Federal resources are 

18 going to students who need those resources; 

19 ‘‘(B) establish goals for increasing State 

20 spending on student supports consistent with 

21 the pillars of community schools, using a results 

22 framework established by the State; 

23 ‘‘(C) establish a State-level steering com24 mittee in accordance with paragraph (4); 


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1 ‘‘(D) develop or provide resources to help 

2 local educational agencies in the State identify, 

3 assess needs for, and implement full-service 

4 community schools throughout the State; 

5 ‘‘(E) establish goals on the implementation 

6 and expansion of full-service community schools 

7 throughout the State; 

8 ‘‘(F) provide resources to foster statewide 

9 engagement on the social, emotional, mental 

10 health, and academic benefits of implementing 

11 full-service community schools; 

12 ‘‘(G) develop a plan to include full-service 

13 community schools in the State plans under 

14 section 1111 and for long-term State support of 

15 full-service community schools; 

16 ‘‘(H) work with State legislatures to sup17 port full-service community schools in State 

18 planning and budgeting; and 

19 ‘‘(I) work with local educational agencies 

20 and technical assistance providers to provide 

21 evidence-based technical assistance specifically 

22 for the implementation of full-service commu23 nity schools to local educational agencies or 

24 schools. 

25 ‘‘(4) STEERING COMMITTEE.— 


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1 ‘‘(A) IN GENERAL.—Each State edu2 cational agency receiving a grant under this 

3 subsection shall establish a State-level steering 

4 committee (which may be a previously existing 

5 team) that represents relevant full-service com6 munity schools stakeholders and service pro7 viders participating in the full-service commu8 nity schools model, which may include— 

9 ‘‘(i) students, families, educators, 

10 principals, and other school leaders of 

11 identified eligible schools; 

12 ‘‘(ii) service providers, including po13 tential service providers, and system-level 

14 partners, such as government agencies, In15 dian Tribes, Tribal organizations, Native 

16 Hawaiian organizations, relevant labor or17 ganizations, and nonprofit and other com18 munity-based partners; and 

19 ‘‘(iii) community members, such as 

20 residents, community led councils, local 

21 businesses, stakeholders, early childhood 

22 education providers, hospitals or clinics, 

23 community organizations, and local non24 profit organizations. 


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1 ‘‘(B) COMPOSITION.—The steering com2 mittee shall include not less than 10 members 

3 and shall be chaired by a full-service community 

4 school stakeholder, or co-chaired by a full-serv5 ice community school stakeholder and a rep6 resentative of the State educational agency. 

7 ‘‘(C) AUTHORITY.—The State educational 

8 agency receiving a grant under this subsection 

9 may give the steering committee authority to 

10 make decisions about the design, implementa11 tion, and evaluation of State efforts relating to 

12 grants under this subsection. 

13 ‘‘(D) PUBLIC MEETING.—Meetings of the 

14 steering committee shall be open to the public. 

15 ‘‘(E) TECHNICAL ASSISTANCE CENTER.—If 

16 the State educational agency chooses to operate 

17 a State technical assistance center, as described 

18 in paragraph (5)(B), the steering committee 

19 shall be responsible for such center. 

20 ‘‘(5) PERMISSIBLE ACTIVITIES.—A State edu21 cational agency may use funds provided under a 

22 grant under this subsection to— 

23 ‘‘(A) work with institutions of higher edu24 cation to provide technical assistance and sup25 port for developing and sustaining full-service 


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1 community school initiatives across the State, 

2 which may include research partnerships and 

3 programs related to career and technical edu4 cation; 

5 ‘‘(B) provide subgrants to institutions of 

6 higher education or nonprofit organizations to 

7 operate a State technical assistance center; 

8 ‘‘(C) provide professional development and 

9 coaching for full-service community school staff; 

10 ‘‘(D) provide strategic planning support 

11 for local educational agencies and schools; 

12 ‘‘(E) develop infrastructure to support 

13 partnerships, at the local educational agency 

14 level, to provide resources for schools; 

15 ‘‘(F) work with schools and local edu16 cational agencies to develop and implement re17 storative practice principles and provide re18 sources and professional development to pro19 mote culturally competent pedagogy and prac20 tices; 

21 ‘‘(G) work with local educational agencies, 

22 and partner organizations who are interested in 

23 working with local educational agencies to 

24 adopt or expand full-service community schools 

25 in the State, on the planning and sustainability 


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1 of the State full-service community school pro2 gram; 

3 ‘‘(H) work with local educational agencies 

4 on how to coordinate with counties, cities, and 

5 other units of local government to coordinate 

6 supports to provide resources for full-service 

7 community schools, including resources for ca8 reer and technical education; 

9 ‘‘(I) provide guidance to public health and 

10 other healthcare organizations interested in 

11 supporting school-based efforts and help con12 nect such organizations with local educational 

13 agencies working on full-service community 

14 school efforts; or 

15 ‘‘(J) work with local educational agencies 

16 to— 

17 ‘‘(i) support and expand full-service 

18 community schools for local educational 

19 agencies that make a commitment to sus20 tain activities supported by a grant under 

21 this section beyond 2 years after the term 

22 of the grant; and 

23 ‘‘(ii) ensure that funding available to 

24 local educational agencies that receive a 

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1 surate with the number of schools that will 

2 be served with subgrant funds. 

3 ‘‘(6) CONTINUATION GRANTS.—Notwith4 standing any other provision of this subsection, the 

5 Secretary may award a State that has received a 

6 grant under paragraph (1) with not more than 1 ad7 ditional 1- to 5-year continuation grant if the State 

8 applies for such a grant, to be used to carry out ac9 tivities described in paragraphs (3) and (4). 

10 ‘‘(7) STATE GRANT EVALUATION AND RE11 PORT.—At the end of the grant period for a grant 

12 under this subsection (including any continuation 

13 grant awarded under paragraph (5)), each eligible 

14 State shall undergo an evaluation designed by the 

15 Secretary. The evaluation shall include, at a min16 imum, each of the following: 

17 ‘‘(A) The data described in subsection 

18 (d)(2)(B)(i)— 

19 ‘‘(i) for participating full-service com20 munity schools; and 

21 ‘‘(ii) for other elementary and sec22 ondary schools in the State. 

23 ‘‘(B) The information described in sub24 section (d)(2)(B)(ii) for the State. 


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1 ‘‘(C) The information described in sub2 section (d)(2)(B)(iii). 

3 ‘‘(D) An evaluation of full-service commu4 nity schools in the State, as compared to those 

5 schools before they became full-service commu6 nity schools or as compared to similar schools 

7 in the State, including the following data 

8 disaggregated by subgroups of students, as de9 fined in section 1111(c)(2): 

10 ‘‘(i) An analysis of the progress on 

11 meeting the goals described in paragraph 

12 (3)(B). 

13 ‘‘(ii) Student chronic absenteeism 

14 rates. 

15 ‘‘(iii) Student discipline rates, includ16 ing suspensions and expulsions. 

17 ‘‘(iv) School climate information, 

18 which may come from student, parent, or 

19 teacher surveys. 

20 ‘‘(v) School provision of integrated 

21 student supports and community services. 

22 ‘‘(vi) Expanded and enriched learning 

23 time and opportunities. 

24 ‘‘(vii) Family and community engage25 ment efforts and impact. 


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1 ‘‘(viii) Information on the number, 

2 qualifications, and retention of school staff, 

3 including the number and percentage of 

4 fully certified teachers, disaggregated by 

5 race and ethnicity, and rates of teacher 

6 turnover. 

7 ‘‘(ix) Graduation rates. 

8 ‘‘(x) Changes in school spending infor9 mation. 

10 ‘‘(xi) Collaborative leadership and 

11 practice strategies, which may include— 

12 ‘‘(I) building the capacity of edu13 cators, principals, other school lead14 ers, and other staff to lead collabo15 rative school improvement structures, 

16 such as professional learning commu17 nities; 

18 ‘‘(II) regularly convening or en19 gaging stakeholders and service pro20 viders participating in the full-service 

21 community schools model, such as— 

22 ‘‘(aa) students, families, 

23 educators, principals, and other 

24 school leaders of identified eligi25 ble schools; 


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1 ‘‘(bb) service providers, in2 cluding potential service pro3 viders, and system-level partners, 

4 such as government agencies, In5 dian Tribes, Tribal organizations, 

6 Native Hawaiian organizations, 

7 relevant labor organizations, and 

8 nonprofit and other community9 based partners; and 

10 ‘‘(cc) community members, 

11 such as residents, community led 

12 councils, local businesses, stake13 holders, early childhood education 

14 providers, hospitals or clinics, 

15 community organizations, and 

16 local nonprofit organizations; 

17 ‘‘(III) regularly assessing pro18 gram quality and progress through in19 dividual student data, participant 

20 feedback, and aggregate outcomes to 

21 develop strategies for improvement; 

22 and 

23 ‘‘(IV) organizing school personnel 

24 and community partners into working 

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1 tified in the needs and assets assess2 ment. 

3 ‘‘(g) BUREAU OF INDIAN EDUCATION AND TRIB4 ALLY-CONTROLLED FULL-SERVICE COMMUNITY SCHOOLS

5 PROGRAM.— 

6 ‘‘(1) IN GENERAL.—The Secretary, in coordina7 tion with the Secretary of the Interior, and in con8 sultation with Indian Tribes, shall— 

9 ‘‘(A) develop and implement a full-service 

10 community schools program plan for elementary 

11 and secondary Bureau schools (as defined in 

12 section 1141 of the Education Amendments of 

13 1978 (25 U.S.C. 2021)); and 

14 ‘‘(B) award planning and capacity build15 ing, implementation, expansion and renewal 

16 grants to elementary and secondary Bureau17 funded schools described in subparagraphs (B) 

18 and (C) of section 1141(3) of the Education 

19 Amendments of 1978 (25 U.S.C. 2021(3)). 

20 ‘‘(2) SPECIAL RULE.—The Secretary, in con21 sultation with the Secretary of the Interior and In22 dian Tribes, may waive any requirement under this 

23 section or prescribe an alternative or substantially 

24 similar requirement if the Secretary finds that the 

25 waiver or alternative requirement is necessary for 


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1 the effective delivery and administration of activities 

2 under this section. 

3 ‘‘(h) REPORT TO CONGRESS.— 

4 ‘‘(1) IN GENERAL.—Not later than 5 years 

5 after the date of enactment of the Full-Service Com6 munity School Expansion Act of 2023, the Secretary 

7 shall prepare and submit to Congress a report on 

8 the impact of the full-service community school pro9 gram supported under this section. 

10 ‘‘(2) PUBLIC AVAILABILITY.—The report re11 quired under paragraph (1) shall be made publicly 

12 available via the Department’s website and shall in13 clude data presented in such a manner as to be eas14 ily searchable. 

15 ‘‘(3) CONTENTS.—The report shall include— 

16 ‘‘(A) data gathered under the program 

17 under this section, in the aggregate and 

18 disaggregated by the categories described in 

19 subsection (d)(2)(B)(i); 

20 ‘‘(B) the impact of the grant program on 

21 student outcomes, which shall include academic 

22 performance and high-school graduation rates 

23 for each eligible school; and 

24 ‘‘(C) if applicable, recommendations on 

25 how to better equip the grant program to meet 


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1 the needs of students, particularly as needed to 

2 assist local educational agencies with the high3 est poverty levels. 

4 ‘‘(i) TECHNICAL ASSISTANCE.— 

5 ‘‘(1) ASSISTANCE AND SUPPORT.—From 

6 amounts made available under subsection (a)(1)(C), 

7 the Secretary shall make technical assistance and 

8 support available to grant recipients under this sec9 tion. Such support may consist of— 

10 ‘‘(A) national and regional meetings for 

11 the personnel of full-service community schools; 

12 ‘‘(B) full-service community school site vis13 its based on need and scope of the grants pro14 vided under this section; and 

15 ‘‘(C) implementing strategies in the fol16 lowing key areas: 

17 ‘‘(i) Leveraging and coordinating the 

18 resources of other Federal, State, Indian 

19 Tribe, Tribal organization, Native Hawai20 ian organization, and local systems, includ21 ing systems that address healthcare or 

22 early childhood education and other Fed23 eral programs, such as the Promise Neigh24 borhoods program under section 4624 and 

25 the 21st Century Community Learning 


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1 Centers program under part B of this title, 

2 and assisting the efforts of local edu3 cational agencies to secure such funding. 

4 ‘‘(ii) Addressing data-sharing chal5 lenges due to the requirements under sec6 tion 444 of the General Education Provi7 sions Act (20 U.S.C. 1232g) (commonly 

8 referred to as the ‘Family Educational 

9 Rights and Privacy Act of 1974’) and the 

10 Health Insurance Portability and Account11 ability Act of 1996 (Public Law 104–191) 

12 by assisting with the implementation of 

13 waiver or nondisclosure agreement strate14 gies that allow community partners to ac15 cess data. 

16 ‘‘(iii) Distributing materials that de17 scribe the elements and advantages of full18 service community schools, including ref19 erences to governmental and nonprofit re20 ports. 

21 ‘‘(iv) Assisting any local educational 

22 agency in forming a task force to study the 

23 creation and administration of full-service 

24 community schools and connecting the 

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1 wide institutions who might partner with 

2 the agency, including institutions of higher 

3 education or public health organizations. 

4 ‘‘(v) Establishing a national steering 

5 committee— 

6 ‘‘(I) composed of entities that re7 ceived grants under this section for 

8 full-service community schools, edu9 cation labor organization representa10 tives, nonprofit full-service community 

11 school partners, research institutions 

12 with full-service community school ex13 pertise, and other relevant stake14 holders; 

15 ‘‘(II) to determine standards for 

16 technical assistance for State edu17 cational agencies, local educational 

18 agencies, and school sites; and 

19 ‘‘(III) to support the development 

20 of tools for implementing full-service 

21 community schools for grantees under 

22 this section. 

23 ‘‘(vi) Informing States, Indian Tribes, 

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1 reau-funded schools (as described in sub2 paragraphs (B) and (C) of section 1141(3) 

3 of the Education Amendments of 1978), 

4 and local educational agencies of the avail5 ability of grants under this section, and 

6 providing technical assistance to entities in 

7 applying for such grants. 

8 ‘‘(vii) Informing State and local edu9 cational agencies of other sources of fund10 ing for full-service community schools, in11 cluding funding under part A of title I, 

12 school improvement grants under section 

13 1003, 21st century community learning 

14 center grants under part B of this title, 

15 and any other Federal grants or sources of 

16 funding. 

17 ‘‘(viii) Facilitating effective coordina18 tion among State agencies in the deploy19 ment of resources and services such as 

20 health, nutrition, and other supports. 

21 ‘‘(2) TECHNICAL ASSISTANCE CENTER.— 

22 ‘‘(A) IN GENERAL.—From amounts made 

23 available to carry out this subsection, the Sec24 retary may establish a technical assistance cen25 ter to provide technical assistance to full-service 


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1 community schools, eligible entities, and States 

2 under this section. 

3 ‘‘(B) REQUIREMENTS.—The technical as4 sistance center shall be overseen and designed 

5 by the national steering committee described in 

6 paragraph (1)(C)(v) and may include represent7 atives from the State steering committees de8 scribed in subsection (f)(3)(C).’’. 

9 (d) CONFORMING AMENDMENTS.—Section 4623 of 

10 the Elementary and Secondary Education Act of 1965 (20 

11 U.S.C. 7273) is amended— 

12 (1) in subsection (a)— 

13 (A) by redesignating paragraph (2) as 

14 paragraph (3); and 

15 (B) by striking paragraph (1) and insert16 ing the following: 

17 ‘‘(1) PROMISE NEIGHBORHOODS.—The Sec18 retary shall use not less than 95 percent of the 

19 amounts made available under section 4601(b)(2)(B) 

20 to award grants, on a competitive basis and subject 

21 to subsection (e), to eligible entities for the imple22 mentation of a comprehensive, effective continuum 

23 of coordinated services that meets the purpose de24 scribed in section 4621(1) by carrying out activities 

25 in neighborhoods— 


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1 ‘‘(A) that have— 

2 ‘‘(i) high concentrations of low-income 

3 individuals; and 

4 ‘‘(ii) multiple signs of distress, which 

5 may include high rates of poverty, child6 hood obesity, academic challenges, and ju7 venile delinquency, adjudication, or incar8 ceration; and 

9 ‘‘(B) that may have schools implementing 

10 comprehensive support and improvement activi11 ties or targeted support and improvement ac12 tivities under section 1111(d). 

13 ‘‘(2) FULL-SERVICE COMMUNITY SCHOOLS AU14 THORIZED.—The Secretary shall use the amounts 

15 made available under section 4601(c) to carry out 

16 the full-service community school program under 

17 section 4625(a).’’; 

18 (2) in subsection (b)— 

19 (A) in the subsection heading, by inserting 

20 ‘‘OF PROMISE NEIGHBORHOODS GRANTS’’ after 

21 ‘‘DURATION’’; and 

22 (B) by striking ‘‘under this subpart’’ and 

23 inserting ‘‘under subsection (a)(1)’’; 

24 (3) in subsection (c)— 


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1 (A) in the subsection heading, by inserting 

2 ‘‘FOR PROMISE NEIGHBORHOODS GRANTS’’ 

3 after ‘‘FUNDING’’; 

4 (B) by striking ‘‘under this subpart’’ and 

5 inserting ‘‘under subsection (a)(1)’’; and 

6 (C) by striking ‘‘meeting—’’ and all that 

7 follows through the period at the end and in8 serting the following: ‘‘meeting the performance 

9 metrics described in section 4624(h).’’; 

10 (4) in subsection (d)— 

11 (A) by striking paragraph (2); 

12 (B) by redesignating paragraph (3) as 

13 paragraph (2); and 

14 (C) in paragraph (2), as redesignated by 

15 subparagraph (B), by striking ‘‘under this sub16 part’’ each place the term appears and inserting 

17 ‘‘under subsection (a)(1)’’; 

18 (5) in subsection (e), by inserting ‘‘and 

19 amounts provided under section 4601(c)’’ after 

20 ‘‘subsection (a)’’; and 

21 (6) in subsection (f)— 

22 (A) in the subsection heading, by inserting 

23 ‘‘PROMISE NEIGHBORHOOD’’ before ‘‘GRANTS’’; 


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1 (B) by striking ‘‘and not fewer than 10 

2 grants for activities described in section 4625’’; 

3 and 

4 (C) by striking ‘‘the requirements of sub5 section (a)(2)’’ and inserting ‘‘the requirements 

6 of subsection (a)(3)’’. 

Æ 


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