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[Congressional Bills 114th Congress]
[From the U.S. Government Publishing Office]
[H.R. 718 Introduced in House (IH)]

114th CONGRESS
  1st Session
                                H. R. 718

To amend the Elementary and Secondary Education Act of 1965 in order to 
                  support the community schools model.

_______________________________________________________________________

                    IN THE HOUSE OF REPRESENTATIVES

                            February 4, 2015

Mr. Honda (for himself, Mr. Cartwright, Mr. Cohen, Ms. Norton, and Mr. 
  Lowenthal) introduced the following bill; which was referred to the 
                Committee on Education and the Workforce

_______________________________________________________________________

                                 A BILL

 
To amend the Elementary and Secondary Education Act of 1965 in order to 
                  support the community schools model.

    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 ``Supporting Community Schools Act of 
2015''.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) The community school model effectively leverages 
        multiple education funding streams, which results in greater 
        resources for a school. Community schools increase and sustain 
        capacity through diversified financial support and leverage, on 
        average, 3 dollars from private and other sources for every 1 
        dollar of State funding provided to the schools. According to 
        Secretary of Education Arne Duncan, for every dollar spent on 
        community schools, the United States is getting back 5, 6, or 7 
        dollars from the business community, nonprofit organizations, 
        social service agencies, and State and Federal governments.
            (2) According to Linda Darling-Hammond, the Charles 
        DuCommon Professor of Education at Stanford University, 
        community schools, which make local schools the hub of 
        education and health services for children and families, have 
        proven to be highly successful and are cost effective and 
        replicable. Community schools are a force for development and 
        stability that strengthens families and communities, and such 
        schools offer childcare and early learning, family literacy and 
        job-training, tutoring and enrichment before and after school, 
        and on-site health clinics.
            (3) The bulk of community school resources go directly to 
        assist schools in meeting the schools' core instructional 
        missions, while also strengthening the health and well-being of 
        students, families, and neighborhoods. Community schools 
        dedicate approximately 57 percent of expenditures to support 
        learning through academic enrichment and after school 
        activities, summer learning programs, early childhood 
        education, service learning and civic engagement, life skills, 
        sports, and recreation. The second largest expenditure, 19 
        percent, is directed towards health and mental health services, 
        which ensure that children are physically able to learn and 
        that health-related barriers are identified and addressed. On 
        average, 12 percent of the resources are spent on supporting 
        families, adult education, and immigrant services. Twelve 
        percent is spent on staff sites, including the costs of a 
        coordinator, tutors, interns, mentors, and volunteers, working 
        on the alignment of activities for the community school.
            (4) The Tulsa Area Community Schools Initiative (TACSI) in 
        Tulsa, Oklahoma, operates 18 community schools that serve as 
        centers of community life, offering comprehensive programs, 
        services, and opportunities to students, families, and the 
        neighboring community. Researchers compared 18 TACSI schools to 
        18 non-TACSI schools and found that students in TACSI schools 
        that had deeply embedded the community school model scored 
        significantly higher than comparable students in non-TACSI 
        schools on mathematics achievement tests. Further, the 18 TACSI 
        schools had higher ratings of instructional leadership and 
        effective supervisory practices, a stronger culture of faculty 
        trust, and higher levels of student trust of teachers, school 
        identification among students, parent trust in school, and 
        school outreach, than the comparison schools.
            (5) In Multnomah County, Oregon, Schools Uniting 
        Neighborhoods (SUN) transforms schools into community schools. 
        SUN is a partnership of Multnomah County, the City of Portland, 
        including Children's Investment Fund, local school districts, 
        the Oregon Department of Human Services, a Business Leader's 
        Roundtable, and nonprofit organizations. Data shows that 
        students who regularly participated in SUN activities showed 
        strong gains in academics, attendance, and behavioral areas. 
        There was a 76 percent increase in State benchmark scores in 
        reading and mathematics for such students, the average daily 
        school attendance at such schools was 95 percent, and 74 
        percent of the students had a more positive attitude toward 
        schools.
            (6) All Cincinnati, Ohio, public schools are using some 
        level of the community school strategy. Cincinnati Public 
        Schools have been the most improved urban district in Ohio. 
        Cincinnati, Ohio, is the first urban district in the State to 
        receive an ``effective'' rating. The district had a rating of 
        ``academic emergency'' when the districtwide community learning 
        center program first began. Oyler Elementary School, where 92 
        percent of the students receive free or reduced lunch under the 
        Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et 
        seq.), was once threatened with closure. Oyler Elementary 
        School has achieved more than its expected level of growth for 
        more than 2 consecutive years. The school's performance index 
        has improved by 6 percent in the last 2 years alone.
            (7) In Providence, Rhode Island, results from Bailey 
        Elementary School, the first full-service community school in 
        the State, are positive. In 2009, Bailey Elementary School made 
        adequate yearly progress in both mathematics and reading for 
        the first time in 4 years. In reading, students in grade 3 went 
        from scoring 27 percent proficiency in 2007 to 41 percent in 
        2009, scores for students in grade 4 jumped from 28 percent 
        proficiency to 59 percent during the same period, and students 
        in grade 5 moved from 12 percent proficiency to 39 percent.
            (8) The Evansville Vanderburgh School Corporation (EVSC) in 
        Evansville, Indiana, is a districtwide community school system 
        that serves over 22,000 students in 38 schools. Students are 
        connected to their schools and to helping institutions like 
        churches and community organizations, libraries and health 
        clinics, recreation centers and volunteer agencies, all of 
        which allow students to explore and participate in the larger 
        community.

SEC. 3. PURPOSE.

    The purpose of this Act is to provide State educational agencies 
and local educational agencies with the funding, flexibility, and 
support necessary to implement a research and evidence based community 
school model, in order to--
            (1) enable local educational agencies and community 
        partners, including public and private agencies, community-
        based organizations, local government, institutions of higher 
        education, families, family advocacy organizations, after 
        school program providers, summer program providers, museums, 
        libraries, and other cultural institutions and civic 
        organizations, to leverage their resources to prepare students 
        for institutions of higher education, careers, and citizenship, 
        through the creation and establishment of community schools; 
        and
            (2) to provide funding for the creation, continuation, or 
        expansion of results-driven partnerships that align numerous 
        funding streams, including public and private funding, and 
        leverage existing funding.

SEC. 4. DEFINITIONS.

    Section 9101 of the Elementary and Secondary Education Act of 1965 
(20 U.S.C. 7801) is amended--
            (1) in paragraph (39), by striking ``State.--The'' and 
        inserting the following:
            ``(40) State.--The'';
            (2) by redesignating paragraphs (7) through (36), 
        paragraphs (37) through (39), and paragraphs (40) through (43) 
        as paragraphs (8) through (37), paragraphs (39) through (41), 
        and paragraphs (44) through (47), respectively;
            (3) by inserting after paragraph (6) the following:
            ``(7) Community school.--The term `community school' means 
        a public elementary school or secondary school that--
                    ``(A) provides a coordinated and responsive set of 
                programs and integrated student supports that focus on 
                academics, mental and physical health and social 
                services, youth and community development, early care 
                and education programs and services, expanded learning 
                time (including summer learning), and community 
                engagement that leads to improved student learning and 
                development, stronger families, and healthier 
                communities;
                    ``(B) is supported by a set of partnerships between 
                such school or local educational agency and other 
                community resources, such as community-based 
                organizations, nonprofit organizations, and other 
                public or private entities with a demonstrated record 
                of successfully meeting student and family needs, 
                consistent with the purpose of a community school 
                model, as described in section 3 of the Supporting 
                Community Schools Act of 2015;
                    ``(C) in addition to serving as an elementary 
                school or secondary school, also operates as a center 
                of the community that is open to the community and 
                provides or hosts relevant services for the community, 
                to the greatest extent practicable;
                    ``(D) allows for the coordination of the assets of 
                the school and communities to more efficiently and 
                effectively meet the needs of all students;
                    ``(E) provides opportunities for collaboration 
                between the specialized instructional support personnel 
                who are employed by a school or a local educational 
                agency and are responsible for providing specialized 
                instructional support services, school nurses, and 
                other staff to offer a comprehensive range of services 
                and opportunities to children, families, and 
                communities;
                    ``(F) identifies a site coordinator (who may be 
                provided through a partnership with a nonprofit 
                organization) to serve as a liaison with partner 
                organizations in order to assist the community school 
                in providing children and families with the integrated 
                services and comprehensive supports that are needed to 
                improve the learning of children and the ability of 
                children to plan for postsecondary educational 
                opportunities, such as services and supports related 
                to--
                            ``(i) health;
                            ``(ii) employment;
                            ``(iii) mentoring or tutoring services, and 
                        other human services;
                            ``(iv) enrichment and accelerated learning 
                        opportunities;
                            ``(v) before school and after school 
                        programs;
                            ``(vi) recreation programs; and
                            ``(vii) summer programs; and
                    ``(G) implements the following:
                            ``(i) The strengthening of the 
                        instructional program of the school for core 
                        academic subjects, by--
                                    ``(I) providing challenging 
                                curricula, raising standards and 
                                expectations, and developing highly 
                                effective teachers who are skilled in 
                                content area knowledge, pedagogy, and 
                                socio-emotional development;
                                    ``(II) strengthening parent, 
                                family, and community engagement; and
                                    ``(III) establishing practices that 
                                address all aspects of student 
                                achievement and development, including 
                                cognitive, social, emotional, physical, 
                                and civic development.
                            ``(ii) The provision of effective 
                        professional development to assist teachers and 
                        administrators, specialized instructional 
                        support personnel, other staff, and families in 
                        identifying and meeting the comprehensive needs 
                        of students.
                            ``(iii) Strategies to increase student 
                        motivation and engagement in learning in school 
                        and community settings, before, during, and 
                        after school, and during the summer (in order 
                        to prevent summer learning loss).
                            ``(iv) The establishment of partnerships 
                        with organizations that volunteer to support 
                        enrichment and development activities, 
                        including organizations such as youth sports 
                        leagues, and activities such as family 
                        counseling, housing fairs, or financial fairs, 
                        designed to meet student, family, and community 
                        needs.
                            ``(v) The creation of a school climate that 
                        is safe and supportive.
                            ``(vi) Improvement of the coordination, 
                        availability, delivery, and effectiveness of 
                        integrated services and comprehensive supports 
                        for children and families.
                            ``(vii) The integration of academic 
                        enrichment and social services to support the 
                        development of the whole child, including the 
                        child's intellectual, social, emotional, and 
                        physical development.
                            ``(viii) The promotion of mutual respect 
                        and collaboration.
                            ``(ix) The enhancement of parent, family, 
                        caregiver, and community engagement by--
                                    ``(I) using consistent, diverse, 
                                and culturally competent outreach 
                                strategies; and
                                    ``(II) supporting family 
                                engagement, including adult education 
                                and family literacy activities, family 
                                volunteering, and family input in 
                                school policies, in order to support 
                                children's learning.
                            ``(x) Increased access to, and improved 
                        quality of, early care and education programs, 
                        when applicable.
                            ``(xi) The creation of a cultural 
                        environment that is supportive of postsecondary 
                        education and career readiness.
                            ``(xii) The employment of technology to 
                        increase student engagement and student 
                        achievement.'';
            (4) by inserting after paragraph (37) (as redesignated by 
        paragraph (2)) the following:
            ``(38) Research and evidence based.--The term `research and 
        evidence based' means a model that is based on theoretical 
        considerations, reported practice, and prior research, and has 
        demonstrated success in--
                    ``(A) improving student achievement or student 
                growth;
                    ``(B) closing achievement gaps;
                    ``(C) increasing attendance; and
                    ``(D) in the case of a secondary school, increasing 
                secondary school graduation rates.''; and
            (5) by inserting after paragraph (41) (as redesignated by 
        paragraph (2)) the following:
            ``(42) Specialized instructional support personnel.--The 
        term `specialized instructional support personnel' means school 
        counselors, school social workers, school psychologists, and 
        other qualified professional personnel involved in providing 
        assessment, diagnosis, counseling, educational, therapeutic, 
        and other necessary corrective or supportive services 
        (including related services, as such term is defined in section 
        602 of the Individuals with Disabilities Education Act (20 
        U.S.C. 1401)) as part of a comprehensive program to meet 
        student needs.
            ``(43) Specialized instructional support services.--The 
        term `specialized instructional support services' means the 
        services provided by specialized instructional support 
        personnel, and any other corrective or supportive services, to 
        meet student needs.''.

SEC. 5. USE OF THE COMMUNITY SCHOOLS MODEL BY SCHOOLS IN NEED OF 
              IMPROVEMENT.

    (a) School Improvement Grants.--Section 1003(g)(9) of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6303(g)(9)) 
is amended--
            (1) by striking ``Local awards.--Each'' and inserting the 
        following: ``Local awards.--
                    ``(A) In general.--Each''; and
            (2) by adding at the end the following:
                    ``(B) Community schools model.--
                            ``(i) In general.--A local educational 
                        agency may use funds under this subsection to 
                        transform a school identified for improvement, 
                        corrective action, or restructuring under 
                        section 1116 into a research and evidence based 
                        community school, in order to--
                                    ``(I) improve student achievement 
                                in the school; and
                                    ``(II) create incentives to grow 
                                and sustain community partnerships so 
                                that the school and the community work 
                                together to improve student academic 
                                achievement and social and emotional 
                                well-being.
                            ``(ii) Requirements.--A local educational 
                        agency that uses funds under this subsection to 
                        transform a school identified for improvement, 
                        corrective action, or restructuring under 
                        section 1116 into a research and evidence based 
                        community school shall--
                                    ``(I) use rigorous, transparent, 
                                and equitable evaluation systems to 
                                assess the effectiveness of the 
                                implementation of the community school 
                                model;
                                    ``(II) provide ongoing, high-
                                quality professional development to 
                                staff that--
                                            ``(aa) is aligned with the 
                                        school's instructional program;
                                            ``(bb) facilitates 
                                        effective teaching and 
                                        learning; and
                                            ``(cc) supports the 
                                        implementation of school reform 
                                        strategies; and
                                    ``(III) give the school sufficient 
                                operational flexibility in programming, 
                                staffing, budgeting, and scheduling so 
                                that such school can fully implement a 
                                comprehensive strategy that is designed 
                                to substantially improve student 
                                achievement, and, if applicable, 
                                increase the graduation rate at such 
                                school.
                            ``(iii) Continuation of activities.--
                        Notwithstanding any other provision of this 
                        subparagraph, in carrying out a community 
                        school model, a local educational agency may 
                        continue to build on, or complete, actions that 
                        the local educational agency has taken in the 3 
                        years before the school year in which the local 
                        educational agency begins to fully implement 
                        the community school model.''.
    (b) School Improvement Plans.--Section 1116(b)(3)(A)(i) of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 
6316(b)(3)(A)(i)) is amended by inserting ``, or the implementation of 
a research and evidence based community school model'' after ``part 
F''.
    (c) Corrective Action.--Section 1116(b)(7)(C)(iv) of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 6316(b)(7)(C)(iv)) is 
amended by adding at the end the following:
                                    ``(VII) Transform the school into a 
                                research and evidence based community 
                                school.''.
    (d) Alternate Governance Arrangements.--Section 1116(b)(8)(B) of 
the Elementary and Secondary Education Act of 1965 (20 U.S.C. 
6316(b)(8)(B)) is amended--
            (1) by redesignating clause (v) as clause (vi); and
            (2) by inserting after clause (iv) the following:
                            ``(v) Transforming the school into a 
                        research and evidence based community 
                        school.''.

SEC. 6. ENCOURAGING COMMUNITY-SCHOOL COORDINATION IN PREVENTION AND 
              INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO ARE 
              NEGLECTED, DELINQUENT, OR AT-RISK.

    Section 1424(3) of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6454(3)) is amended by striking ``education'' and 
inserting the following: ``education, which may include funding for a 
community school coordinator who will support community schools 
operating within the local educational agency by--
                    ``(A) coordinating results-focused partnerships 
                that support the goals of community schools;
                    ``(B) integrating school and community resources 
                based on individual student needs;
                    ``(C) engaging families and community partners;
                    ``(D) mobilizing partners, coordinating resources, 
                and managing site-level programming at a community 
                school, including working with a lead agency (such as a 
                community-based organization, institution of higher 
                education, or public agency) to provide additional site 
                coordination;
                    ``(E) helping align and leverage resources and 
                integrate funding streams; and
                    ``(F) demonstrating, through the use of performance 
                indicators, how the community school supports the 
                academic, social, emotional, physical, and civic 
                development of students and the community.''.
                                 <all>
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