I 

117TH CONGRESS 

2D SESSION H. R. 7122 

To direct the Secretary of Education to award grants to eligible entities 

to carry out teacher leadership programs, and for other purposes. 

IN THE HOUSE OF REPRESENTATIVES 

MARCH 17, 2022 

Mr. GALLEGO introduced the following bill; which was referred to the 

Committee on Education and Labor 

A BILL 

To direct the Secretary of Education to award grants to 

eligible entities to carry out teacher leadership programs, 

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 ‘‘Teachers Leading, 

5 Educating, Advancing, and Designing Act of 2022’’ or the 

6 ‘‘Teachers LEAD Act of 2022’’. 

7 SEC. 2. FINDINGS. 

8 Congress finds the following: 

9 (1) Decades of research have shown that teach10 ers are the single most important school-based factor 


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1 in student achievement, and an analysis by the 

2 Brookings Institution indicates that a high level of 

3 teacher turnover is negatively associated with stu4 dent achievement, and is higher in urban schools 

5 and schools with more economically disadvantaged 

6 students. 

7 (2) A report by the National Commission on 

8 Teaching and America’s Future estimated that dis9 tricts spend between $10,000 and $17,000 for each 

10 teacher who leaves the district, making teacher turn11 over and attrition a costly issue for school systems. 

12 (3) The United States education system is ex13 periencing an ongoing teacher recruitment, reten14 tion, and shortage crisis. According to a National 

15 Education Association survey in January of 2022, 

16 55 percent of all teachers, 62 percent of Black 

17 teachers, and 59 percent of Hispanic or Latino edu18 cators said they were more likely to retire early or 

19 leave the profession. 

20 (4) In the same survey, 74 percent of teachers 

21 report having to fill in for colleagues or take on 

22 other duties due to staff shortages, while 90 percent 

23 of respondents pointed out that teacher burnout is 

24 becoming a very serious issue. As a Nation, we face 


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1 the possibilities of vacancies and educator burnout 

2 being exacerbated by educator shortages. 

3 (5) An analysis by the Economic Policy Insti4 tute of teacher turnover data suggests that low sala5 ries, lack of professional development opportunities, 

6 and a difficult school climate, including lack of 

7 teacher input into school policy, are common factors 

8 behind teachers leaving the workforce. 

9 (6) According to a report by Teach Plus and 

10 the Education Trust, teachers of color, who, on aver11 age experience higher turnover rates, report that 

12 they have considered leaving the profession because 

13 they lack agency, autonomy in decision making, and 

14 opportunities for leadership. 

15 (7) Studies show that all students benefit from 

16 having racially diverse teachers. These benefits are 

17 magnified for students of color, who experience im18 proved academic performance, higher graduation 

19 rates, and increased interest in pursuing higher edu20 cation. 

21 (8) Teachers of color are underrepresented in 

22 schools, with only 20 percent of the teacher work23 force identifying as people of color versus over 50 

24 percent of public school students. Teachers of color 

25 are also more likely to teach in schools that serve a 


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1 high proportion of students of color, in schools that 

2 are underresourced, and in schools that have higher 

3 overall teacher turnover rates. 

4 (9) Studies show that there is a positive link 

5 between professional leadership opportunities, job 

6 satisfaction, and retention of classroom teachers, 

7 and that compensation for teachers’ added leader8 ship responsibilities increases teacher retention. 

9 (10) In a Gates Foundation Survey, only 12 

10 percent of all teachers surveyed reported receiving 

11 consistent job-embedded mentorship and professional 

12 development from veteran teachers, despite multiple 

13 studies showing that consistent mentorship improves 

14 student learning. 

15 (11) The New Teacher Project found that only 

16 26 percent of high-performing teachers agreed that 

17 their school leadership identified opportunities or 

18 clear paths for teacher leadership roles. 

19 (12) According to a report by Teach Plus and 

20 the Education Trust, teachers’ investment in their 

21 schools and their likelihood of retention is greater 

22 where opportunities exist to innovate and advocate 

23 on behalf of students, especially when a teacher acts 

24 in partnership with school and district administra25 tion to address student and teacher needs. 


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1 (13) Structured leadership programs are an ef2 fective way to help combat the nationwide teacher 

3 shortage and improve teacher retention by empow4 ering teachers and establishing formal peer 

5 mentorships between effective and experienced teach6 ers and those just entering the profession, which 

7 also leads to academic and socio-emotional benefits 

8 for students. 

9 (14) Federal policies are needed to encourage 

10 and fund the establishment of structured leadership 

11 programs at public schools, especially in high-need 

12 schools and school districts. 

13 SEC. 3. TEACHER LEADERSHIP GRANT PROGRAM. 

14 (a) DEFINITIONS.—In this section: 

15 (1) ESEA TERMS.—The terms ‘‘educational 

16 service agency’’, ‘‘elementary school’’, ‘‘local edu17 cational agency’’, ‘‘paraprofessional’’, ‘‘school lead18 er’’, ‘‘secondary school’’, and ‘‘Secretary’’ have the 

19 meanings given such terms in section 8101 of the 

20 Elementary and Secondary Education Act of 1965 

21 (20 U.S.C. 7801). 

22 (2) DISTRIBUTED LEADERSHIP.—The term 

23 ‘‘distributed leadership’’ means a range of ap24 proaches wherein the school leadership shares as25 pects of the traditional set of school decisions, orgaVerDate Sep 11 2014 17:09 Mar 23, 2022 Jkt 029200 PO 00000 Frm 00005 Fmt 6652 Sfmt 6201 E:\BILLS\H7122.IH H7122

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1 nization, management, and operations with teachers 

2 in a manner that is coordinated, agreed to, and led 

3 by the teachers and school leadership. 

4 (3) ELIGIBLE ENTITY.—The term ‘‘eligible enti5 ty’’ means— 

6 (A) a local educational agency or edu7 cational service agency; 

8 (B) a consortium of local educational agen9 cies or educational service agencies; or 

10 (C) a partnership between a local edu11 cational agency or educational service agency 

12 and— 

13 (i) a nonprofit organization with dem14 onstrated expertise in teacher leadership 

15 programs, as determined by the Secretary; 

16 (ii) a State educational agency in the 

17 same State as the local educational agency 

18 or educational service agency with dem19 onstrated capacity in supporting teacher 

20 leadership programs, as determined by the 

21 Secretary; 

22 (iii) an institution of higher education 

23 (as defined in section 101 of the Higher 

24 Education Act of 1965 (20 U.S.C. 1001)) 

25 that awards postsecondary teacher certifiVerDate Sep 11 2014 17:09 Mar 23, 2022 Jkt 029200 PO 00000 Frm 00006 Fmt 6652 Sfmt 6201 E:\BILLS\H7122.IH H7122

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1 cates or degrees and has a demonstrated 

2 capacity in supporting teacher leadership 

3 programs or teacher diversity, as deter4 mined by the Secretary; or 

5 (iv) a Minority-Serving Institution, 

6 Tribal College or University, or Histori7 cally Black College or University. 

8 (4) HIGH-NEED EDUCATIONAL SERVICE AGEN9 CY OR CONSORTIUM OF HIGH-NEED EDUCATIONAL

10 SERVICE AGENCIES.—The term ‘‘high-need edu11 cational service agency or consortium of high-need 

12 educational service agencies’’ means an educational 

13 service agency or consortium of educational service 

14 agencies in which each educational service agency 

15 has a census poverty rate of not less than 20 per16 cent. 

17 (5) HIGH-NEED LOCAL EDUCATIONAL AGENCY

18 OR CONSORTIUM OF HIGH-NEED LOCAL EDU19 CATIONAL AGENCIES.—The term ‘‘high-need local 

20 educational agency or consortium of high-need local 

21 educational agencies’’ means a local educational 

22 agency or consortium of local educational agencies in 

23 which each local educational agency has a census 

24 poverty rate of not less than 20 percent. 


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1 (6) MINORITY-SERVING INSTITUTION.—The 

2 term ‘‘Minority-Serving Institution’’ means any of 

3 the following: 

4 (A) An Alaska Native-serving institution, 

5 as that term is defined in section 317(b) of the 

6 Higher Education Act of 1965 (20 U.S.C. 

7 1059d(b)). 

8 (B) A Native Hawaiian-serving institution, 

9 as that term is defined in section 317(b) of the 

10 Higher Education Act of 1965 (20 U.S.C. 

11 1059d(b)). 

12 (C) A Hispanic-serving institution, as that 

13 term is defined in section 502(a) of the Higher 

14 Education Act of 1965 (20 U.S.C. 1101a(a)). 

15 (D) A Predominantly Black institution, as 

16 that term is defined in section 371(c) of the 

17 Higher Education Act of 1965 (20 U.S.C. 

18 1067q(c)). 

19 (E) An Asian American and Native Amer20 ican Pacific Islander-serving institution, as that 

21 term is defined in section 320(b) of the Higher 

22 Education Act of 1965 (20 U.S.C. 1059g(b)). 

23 (F) A Native American-serving, nontribal 

24 institution, as that term is defined in section 


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1 319(b) of the Higher Education Act of 1965 

2 (20 U.S.C. 1059f(b)). 

3 (7) TRIBAL COLLEGE OR UNIVERSITY.—The 

4 term ‘‘Tribal College or University’’ has the meaning 

5 given the term as defined in section 316(b)(3) of the 

6 Higher Education Act of 1965 (20 U.S.C. 

7 1059c(b)(3)). 

8 (8) HISTORICALLY BLACK COLLEGE OR UNI9 VERSITY.—The term ‘‘Historically Black College or 

10 University’’ has the meaning given the term ‘‘part B 

11 institution’’ in section 322 of the Higher Education 

12 Act of 1965 (20 U.S.C. 1061). 

13 (9) TEACHER LEADER.—The term ‘‘teacher 

14 leader’’ means a teacher who is selected to partici15 pate in the teacher leadership program under this 

16 section. 

17 (b) PROGRAM AUTHORIZED.— 

18 (1) IN GENERAL.—The Secretary shall award 

19 grants, on a competitive basis, to eligible entities to 

20 carry out teacher leadership programs. 

21 (2) RESERVATIONS.—From the total amount 

22 appropriated to carry out this section for a fiscal 

23 year, the Secretary— 

24 (A) shall reserve not less than 5 percent to 

25 carry out subsection (h); 


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1 (B) may reserve not more than— 

2 (i) 3 percent to provide technical as3 sistance to, and support the capacity build4 ing of, the programs assisted under this 

5 section; and 

6 (ii) 0.5 percent to complete required 

7 reporting under this section; and 

8 (C) may reserve not more than 3.5 percent 

9 to award planning grants to eligible entities in 

10 order to assist those eligible entities in devel11 oping a program proposal in accordance with 

12 subsection (i). 

13 (3) GRANT PERIOD.—The Secretary shall make 

14 grant awards for not more than 3 years and may ex15 tend grant awards for not more than 2 additional 

16 years if the grantee is making progress in achieving 

17 program objectives. 

18 (c) APPLICATION.— 

19 (1) IN GENERAL.—An eligible entity desiring a 

20 grant under this section shall submit an application 

21 to the Secretary at such time, in such manner, and 

22 containing such information as the Secretary may 

23 require, including— 

24 (A) the program proposal described in 

25 paragraph (2); and 


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1 (B) the data reporting requirement agree2 ment described in paragraph (3). 

3 (2) PROGRAM PROPOSAL.—The program pro4 posal required under this subsection shall include the 

5 following: 

6 (A) PROGRAM PLAN.—A plan to establish 

7 a teacher leadership program that includes not 

8 less than 1 of the following: 

9 (i) A description of how the eligible 

10 entity will ensure that the program offers 

11 time and structures for shared decision 

12 making, distributed leadership, common 

13 planning, and collaboration between teach14 er leaders and school leaders. 

15 (ii) A description of how the eligible 

16 entity will ensure that the program in17 cludes the participation of teacher leaders 

18 in goal setting, professional learning, or 

19 collaboration with content experts, school 

20 leadership, colleagues, or leadership of an 

21 eligible entity, with respect to— 

22 (I) strategic planning or develop23 ment at the school level and the level 

24 of the eligible entity, including plan25 ning and development relating to 


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1 school climate, community engage2 ment, teacher professional develop3 ment and mentorship, and student 

4 growth; or 

5 (II) implementing practices to 

6 support children’s social, emotional, 

7 and cognitive learning, such as— 

8 (aa) planning the design of 

9 and organizing the physical 

10 space, organizational structure, 

11 wraparound services, and culture 

12 of schools to support positive, 

13 healthy, and developmentally ap14 propriate relationships among 

15 members of the school and com16 munity; 

17 (bb) creating multi-tiered 

18 and integrated systems of sup19 port to address student academic 

20 and non-academic needs; or 

21 (cc) creating and fostering 

22 safe and inclusive learning envi23 ronments that enable authentic, 

24 culturally and linguistically reVerDate Sep 11 2014 17:09 Mar 23, 2022 Jkt 029200 PO 00000 Frm 00012 Fmt 6652 Sfmt 6201 E:\BILLS\H7122.IH H7122

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1 sponsive learning in identity-safe 

2 settings. 

3 (iii) A description of how the eligible 

4 entity will ensure that teacher leaders re5 ceive training and support to improve skills 

6 related to acting as instructional leaders, 

7 coaches, mentors, or facilitators of profes8 sional learning. 

9 (B) PROGRAM REQUIREMENTS.—A de10 scription of how the eligible entity will meet 

11 each of the following program requirements: 

12 (i) Ensuring all teachers with at least 

13 3 years of full-time teaching experience 

14 that maintain their roles as classroom in15 structors and are employed by the partici16 pating schools served by the eligible entity 

17 may apply to participate in such program 

18 as teacher leaders. 

19 (ii) Providing the selection criteria for 

20 program participation to all eligible teach21 ers described in clause (i), which will in22 clude selection based on an eligible teach23 er’s demonstrated ability in carrying out 

24 five of the eight criteria in subsection 

25 (c)(2)(B)(ii)(I–VIII) and a commitment to 


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1 growth in other criteria where they do not 

2 have a demonstrated ability— 

3 (I) carrying out leadership re4 sponsibilities while maintaining a role 

5 as a classroom instructor; 

6 (II) focusing on improving or ad7 vancing the vision, goals, and prior8 ities of the eligible entity that employs 

9 such teacher using evidence-, re10 search-, and practice-based data; 

11 (III) collecting and analyzing 

12 data of student academic and social13 emotional outcomes or teacher profes14 sional outcomes and taking actions to 

15 improve student outcomes, teacher 

16 outcomes or professional learning in17 formed by such data; 

18 (IV) facilitating collaborative, evi19 dence-, research-, and practice-based, 

20 and sustained professional learning 

21 with peers, including mentorship and 

22 instruction leadership, that lead to im23 provements in teaching efficacy, pro24 fessional outcomes or student acaVerDate Sep 11 2014 17:09 Mar 23, 2022 Jkt 029200 PO 00000 Frm 00014 Fmt 6652 Sfmt 6201 E:\BILLS\H7122.IH H7122

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1 demic achievement and social-emo2 tional learning; 

3 (V) analyzing socioeconomic, cul4 tural, and historical contexts of stu5 dents, their communities, and the eli6 gible entity, including existing peda7 gogy, school policies, and school-based 

8 outreach to families and community 

9 organizations to create learning envi10 ronments that are more inclusive of 

11 and responsive to student and teacher 

12 needs, cultures, ethnicities, languages, 

13 gender and sexual orientations, and 

14 socioeconomic statuses; 

15 (VI) implementing and evalu16 ating strategies aimed at addressing 

17 areas of demonstrated need in the 

18 school at which the teacher is em19 ployed, including increasing wrap20 around services, academic supports, 

21 family engagement, and community22 based services; 

23 (VII) supporting teachers to ef24 fectively serve students with disabil25 ities, English learners, and students 


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1 who are linguistically, racially, and 

2 culturally diverse, economically dis3 advantaged, or historically underrep4 resented to increase their academic 

5 achievement or social-emotional learn6 ing; and 

7 (VIII) using, customizing, or de8 veloping lesson materials and instruc9 tional resources to meet the unique 

10 needs of students and the eligible enti11 ty to further students’ academic 

12 achievement and social-emotional 

13 learning. 

14 (iii) Ensuring that all teachers and 

15 paraprofessionals employed by the partici16 pating schools served by the eligible entity 

17 are eligible to participate in programming 

18 led by a teacher leader, when applicable. 

19 (iv) Providing monetary compensation 

20 to teacher leaders who participate in such 

21 program for the additional responsibilities 

22 that are directly related to the teacher 

23 leadership program. 

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1 stituted for paid time off or satisfaction of 

2 a contract requirement— 

3 (I) at the request of the teacher 

4 leader receiving such compensation; 

5 and 

6 (II) with the authorization and 

7 agreement of the eligible entity that 

8 serves the elementary or secondary 

9 school at which such teacher leader is 

10 employed. 

11 (vi) Requiring teacher leaders to sup12 port their own development and profes13 sional growth by evaluating themselves and 

14 each other using evidence-, research-, and 

15 practice-based rubrics. 

16 (vii) Consulting with other teachers 

17 when developing and implementing the 

18 program as described in (c)(2)(B). 

19 (C) SUPPLEMENTAL MATERIALS.—A de20 scription of the following: 

21 (i) How the eligible entity will develop 

22 and implement the use of evidence-, re23 search-, or practice-based rubrics that 

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1 evaluations described in subparagraph 

2 (B)(vi). 

3 (ii) How grant funds will be spent, in4 cluding if and how other Federal, State, 

5 Tribal, and local funding sources may be 

6 used to supplement grant funds in order to 

7 meet the requirements of the teacher lead8 ership program. 

9 (iii) How the eligible entity will con10 tinue the teacher leadership activities as11 sisted under the grant after the grant pe12 riod ends. 

13 (3) DATA REPORTING REQUIREMENT.—Each el14 igible entity applying for a grant under this section 

15 shall include in such application an assurance that 

16 the eligible entity will comply with reporting require17 ments of the Institute of Education Sciences relating 

18 to the reports required under this section. 

19 (d) PRIORITY.—In awarding grants under this sec20 tion, the Secretary shall give priority to— 

21 (1) eligible entities that are or that include— 

22 (A) a high-need educational service agency 

23 or consortium of high-need educational service 

24 agencies; 


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1 (B) a high-need local educational agency or 

2 consortium of high-need local educational agen3 cies; 

4 (C) local educational agencies that receive 

5 basic support payments under section 

6 7003(b)(1) of the Elementary and Secondary 

7 Education Act (20 U.S.C. 7703(b)(1)); 

8 (D) Indian Tribes, Tribal educational de9 partments or agencies, or Tribal educational or10 ganizations with a successful track record in 

11 supporting teacher leadership programs or ad12 vancing teacher diversity; or 

13 (E) Native Hawaiian community-based or14 ganizations or Native Hawaiian educational or15 ganizations (as those terms are defined in sec16 tion 6207 of the Elementary and Secondary 

17 Education Act of 1965 (20 U.S.C. 7517)) or 

18 Alaska Native organizations (as defined in sec19 tion 6306 of such Act (20 U.S.C. 7546)); 

20 (2) eligible entities that are or that include local 

21 educational agencies or educational service agencies 

22 with a teacher turnover rate that is above the na23 tional average; 

24 (3) eligible entities that are or that include local 

25 educational agencies or educational service agencies 


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1 that demonstrate in their program proposal under 

2 subsection (b)(2) a plan to recruit, retain, and train 

3 teacher leaders who are individuals from underrep4 resented populations in the teaching profession; and 

5 (4) eligible entities described in subsection 

6 (a)(3)(C) that include a partner who has a success7 ful track record in supporting teacher leadership 

8 programs and advancing teacher diversity, such as a 

9 Historically Black College or University, a Tribal 

10 College or University, or a Minority-Serving Institu11 tion. 

12 (e) USES OF FUNDS.— 

13 (1) IN GENERAL.—An eligible entity awarded a 

14 grant under this section shall use— 

15 (A) not more than 5 percent of such grant 

16 funds for administrative expenses; and 

17 (B) not less than 95 percent of such grant 

18 funds to implement the program proposal de19 scribed in subsection (c)(2) and, at the eligible 

20 entity’s option, carry out activities described in 

21 paragraph (2). 

22 (2) PERMISSIVE USES OF FUNDS.—In addition 

23 to implementing the program proposal under sub24 section (c)(2), an eligible entity awarded a grant 


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1 under this section may use such grant funds to fa2 cilitate— 

3 (A) collaboration between program partici4 pants; 

5 (B) instructional materials development; or 

6 (C) the reallocation of work hours for 

7 teacher leaders between classroom responsibil8 ities and responsibilities as a teacher leader. 

9 (f) REGULATIONS.—The Secretary shall prescribe 

10 such regulations as may be necessary to carry out this 

11 section, including with respect to the evidence-, research12 , and practice-based rubrics and standards described in 

13 subsection (c)(2)(B)(vi). 

14 (g) REPORTS AND EVALUATION.— 

15 (1) REPORTS TO THE SECRETARY.—Not later 

16 than 1 year after receiving a grant under this sec17 tion, and annually thereafter for the duration of the 

18 grant period, an eligible entity shall submit to the 

19 Secretary all information necessary for the evalua20 tion described in paragraph (2). 

21 (2) EVALUATION.—Using the information re22 ported by eligible entities, the Secretary, acting 

23 through the Director of the Institute of Education 

24 Sciences shall carry out an independent evaluation 

25 measuring the effectiveness of the activities carried 


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1 out under grants awarded under this section, includ2 ing information about whether participating eligible 

3 entities experience greater teacher retention than 

4 non-participants. The evaluation shall include the 

5 following information, disaggregated by race, eth6 nicity, and gender: 

7 (A) With respect to all teachers employed 

8 by a local educational agency or educational 

9 service agency that is, or is part of, an eligible 

10 entity— 

11 (i) the 3-year retention rate, 

12 disaggregated by— 

13 (I) teachers who are in their first 

14 year of teaching; and 

15 (II) teachers who were hired by 

16 such eligible entity in the same school 

17 year as one another; 

18 (ii) the 5-year retention rate, 

19 disaggregated by— 

20 (I) teachers who are in their first 

21 year of teaching; and 

22 (II) teachers who were hired by 

23 such eligible entity in the same school 

24 year as one another; and 


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1 (iii) the employment status of teach2 ers who were hired by such eligible entity, 

3 in the same school year in which such eligi4 ble entity received a grant under this sec5 tion. 

6 (B) With respect to each teacher leader 

7 participating in a program established using 

8 such grant funds, the following: 

9 (i) The number of years of teaching 

10 experience such teacher leader had at the 

11 time of program participation. 

12 (ii) Whether such teacher leader is 

13 employed by such eligible entity at the 

14 time of the report. 

15 (iii) If such teacher leader is not em16 ployed by such eligible entity, the reason 

17 for leaving. 

18 (iv) The year in which such teacher 

19 leader was first employed as a teacher. 

20 (3) PUBLICATION.—The aggregated data sub21 mitted under paragraph (1) and the results of the 

22 evaluation under paragraph (2) shall be made pub23 licly available on the website of the Department of 

24 Education, except that such publicly available data 


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1 and results shall not reveal personally identifiable in2 formation. 

3 (4) REPORTS TO CONGRESS.—Not later than 3 

4 years after the date of the enactment of this Act, the 

5 Secretary shall submit to the Committee on Health, 

6 Education, Labor, and Pensions of the Senate, the 

7 Committee on Education and Labor of the House of 

8 Representatives, and the Committee on Indian Af9 fairs of the Senate a summary report of the prelimi10 nary results and impact of the teacher leadership 

11 program. The Secretary shall submit to such com12 mittees an annual report of the results and impact 

13 of the teacher leadership program for each year of 

14 the grant thereafter. 

15 (h) BUREAU OF INDIAN EDUCATION TEACHER

16 LEADERSHIP PROGRAMS.— 

17 (1) IN GENERAL.—The Secretary, in coordina18 tion with the Secretary of the Interior, shall— 

19 (A) develop and implement a teacher lead20 ership program plan for Bureau schools (as de21 fined in section 1141 of the Education Amend22 ments of 1978 (25 U.S.C. 2021)); and 

23 (B) award grants to Bureau-funded 

24 schools described in subparagraphs (B) and (C) 


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1 of section 1141(3) of the Education Amend2 ments of 1978 (25 U.S.C. 2021(3)). 

3 (2) SPECIAL RULE.—The Secretary, in con4 sultation with the Secretary of the Interior and In5 dian Tribes, may waive any requirement under this 

6 section or prescribe an alternative or substantially 

7 similar requirement if the Secretary finds that the 

8 waiver or alternative requirement is necessary for 

9 the effective delivery and administration of activities 

10 under this section. 

11 (i) PLANNING PROPOSAL GRANTS.— 

12 (1) IN GENERAL.—The Secretary may award 

13 planning grants to eligible entities to enable those el14 igible entities to develop a program proposal under 

15 subsection (c)(2). 

16 (2) APPLICATION.—Each eligible entity that de17 sires a planning grant under this subsection shall 

18 submit an application to the Secretary at such time, 

19 in such manner, and containing such information as 

20 the Secretary may require. 

21 (3) DURATION.—A planning grant under this 

22 subsection shall be for a period of not more than 1 

23 year. 

24 (j) AUTHORIZATION OF APPROPRIATIONS.—There 

25 are authorized to be appropriated to carry out this section, 


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1 $400,000,000, for fiscal year 2023, and each of the 4 suc2 ceeding fiscal years. 

Æ 


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