I 
112TH CONGRESS 
1ST SESSION H. R. 2565 
To amend the Elementary and Secondary Education Act of 1965 to foster 
community involvement, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
JULY 15, 2011 
Mr. LOEBSACK (for himself and Mr. PAYNE) 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 to foster community involvement, and for other 
purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Working to Encourage 
Community Action and Responsibility in Education Act’’ 
or the ‘‘WE CARE Act’’. 
SEC. 2. FINDINGS. 
The Congress finds the following: 
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(1) The long-term health of the Nation’s de-
mocracy, as well as our economy, is dependent upon 
the strength of our young people. 
(2) The challenge of educating the Nation’s stu-
dents cannot be met by schools alone. Cross-sector 
community engagement, including schools, commu-
nity-based organizations, businesses, parents, faith- 
based organizations, local government, students and 
others must all work together to ensure that stu-
dents receive the support they need to be successful. 
(3) Schools that have strong relationships with 
their communities have improved academic achieve-
ment and develop stronger families, schools and 
communities. 
(4) National Academy of Sciences studies show 
that ensuring that a child has adequate nurturing 
influences, including those provided by community 
programs, results in improved academic, social and 
civic outcomes. 
(5) In order for students to be successful in 
school, their academic and non-academic needs must 
be met. In a study that analyzed the impact of hav-
ing five key resources in children’s lives: Caring 
adults, safe places, a healthy start, an effective edu-
cation, and opportunities to help others, students 
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with four or five of these resources were twice as 
likely as their peers with zero or one resource to get 
A’s in school, 40 percent more likely to volunteer, 
and twice as likely to avoid violence. 
(6) The services provided by community-based 
organizations are invaluable in strengthening the 
Nation’s young people. Research shows that such 
services keep students in school, promote their aca-
demic achievement, reduce pregnancy, reduce delin-
quent behavior, and promote civic engagement. 
(7) Research shows that effective dropout pre-
vention programs meet students’ needs inside and 
outside the classroom. One such program dem-
onstrated that 82 percent of students improved their 
attendance, 86 percent had fewer behavior incidents, 
89 percent improved their academic performance, 
and 85 percent of eligible seniors graduated from 
high school. 
SEC. 3. AMENDMENTS TO THE ELEMENTARY AND SEC-
ONDARY EDUCATION ACT OF 1965. 
(a) STATEMENT OF PURPOSE.—Section 1001 of the 
Elementary and Secondary Education Act of 1965 (20 
U.S.C. 6301) is amended— 
(1) by amending paragraph (11) to read as fol-
lows: 
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‘‘(11) coordinating services under all parts of 
this title with each other, with services under all 
other titles of this Act, with other education services, 
and with other public and private agencies in the 
community providing services to children and 
youth;’’; 
(2) in paragraph (12) by striking the period at 
the end and inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(13) promoting stronger enhanced partner-
ships between schools and their communities that 
can contribute to student success and greater family 
and community involvement in creating the condi-
tions for learning for their children.’’. 
(b) SCHOOL IMPROVEMENT.—Section 1003 of that 
Act (20 U.S.C. 6303) is amended— 
(1) in subsection (c)— 
(A) in paragraph (2) by striking ‘‘and’’ at 
the end; 
(B) in paragraph (3) by striking the period 
at the end and inserting ‘‘; and’’; and 
(C) by adding at the end the following: 
‘‘(4) demonstrate a commitment to coordinating 
with stakeholders in the community, including local 
government, community-based service providers and 
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other non-profit organizations, and businesses, to 
address the academic and non-academic factors im-
pacting student achievement.’’; and 
(2) in subsection (g)(6)— 
(A) in subparagraph (A) by striking ‘‘and’’ 
at the end; 
(B) in subparagraph (B) by striking the 
period at the end and inserting ‘‘; and’’; and 
(C) by adding at the end the following: 
‘‘(C) a commitment to coordinating with a 
stakeholders in the community, including local 
government, community-based service providers 
and other non-profit organizations, and busi-
nesses, to address the academic and non-aca-
demic factors impacting student achievement.’’. 
(c) STATE PLANS.—Section 1111 of that Act (20 
U.S.C. 6311) is amended— 
(1) in subsection (a)(1) by inserting ‘‘students,’’ 
before ‘‘and parents’’; 
(2) in subsection (b), by striking paragraph (9) 
and inserting the following: 
‘‘(9) FACTORS AFFECTING STUDENT ACHIEVE-
MENT.—Each State plan shall include— 
‘‘(A) an assessment of the nonacademic 
factors influencing student achievement; 
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‘‘(B) a description of public and private or-
ganizations and agencies within the State that 
are working to impact the factors identified 
under subparagraph (A), including but not lim-
ited to State departments of health and human 
services, State agencies administering juvenile 
justice programs, State housing agencies, State 
agencies administering national and community 
service and service-learning programs, and non-
profit youth development and community-based 
organizations and other entities as appropriate; 
‘‘(C) a strategy for coordination and col-
laboration with these organizations and agen-
cies to provide needed services to children, 
youth and families that are integrated with 
services offered by specialized instructional sup-
port personnel in the school and local edu-
cational agency homeless liaisons, designated 
pursuant to section 722(g)(1)(J)(ii) of the 
McKinney-Vento Homeless Assistance Act, will 
result in improved academic performance; and 
‘‘(D) an assurance that the State edu-
cational agency will assist local educational 
agencies within the State that are identified 
under section 1116 in developing and imple-
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menting such strategies for coordination and 
collaboration.’’; 
(3) in subsection (c), by striking paragraph (4) 
and inserting the following: 
‘‘(4) the State educational agency will work 
with other public and private organizations and 
agencies, including educational service agencies or 
other local consortia, and institutions, including but 
not limited to State departments of health and 
human services, State housing agencies, State agen-
cies administering juvenile justice programs, State 
agencies administering national and community serv-
ice and service-learning programs, and nonprofit 
youth development and community-based organiza-
tions and other entities as appropriate, to provide 
technical assistance to local educational agencies and 
schools, technical assistance that will help them ad-
dress the factors identified under (b)(9), including 
technical assistance in providing professional devel-
opment under section 1119, technical assistance 
under section 1117, and technical assistance relating 
to parental involvement under section 1118;’’; 
(4) in subsection (d)— 
(A) in paragraph (1) by striking ‘‘and’’ at 
the end; 
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(B) in paragraph (2) by striking the period 
at the end and inserting ‘‘; and’’; and 
(C) by adding at the end the following: 
‘‘(3) involve community-based organizations and 
other entities that have relationships with parents 
and can facilitate and support their involvement in 
the education of their children.’’; 
(5) in subsection (h)(1)— 
(A) in subparagraph (C)— 
(i) in clause (vii) by striking ‘‘and’’ at 
the end; 
(ii) in clause (viii) by striking the pe-
riod at the end and inserting a semicolon; 
and 
(iii) by adding at the end the fol-
lowing: 
‘‘(ix) school attendance rates; 
‘‘(x) average class size in each grade; 
‘‘(xi) academic achievement and gains 
in English proficiency of limited English 
proficient students; 
‘‘(xii) the incidence of school violence, 
drug abuse, alcohol abuse, student suspen-
sions, and student expulsions; 
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ance, and the criteria that the State has 
established, 
consistent 
with 
subsection 
(b)(2) of this section, to determine the sta-
tus of schools regarding school improve-
ment, 
corrective 
action, 
and 
restruc-
turing.’’; and 
(B) in subparagraph (D) by striking ‘‘Such 
information may include’’ and all that follows 
through the period at the end; and 
(6) in subsection (h)(2)(B)(i)— 
(A) in each of subclauses (I) and (II), by 
striking ‘‘and’’ at the end; and 
(B) by adding at the end the following: 
‘‘(III) minimum information on 
student attendance rates, truancy 
rates, incidence of school violence, al-
cohol abuse, students suspension, and 
student expulsions; and 
‘‘(IV) the extent and type of 
community and parents involvement 
in the education of their children; 
and’’. 
(d) LOCAL EDUCATIONAL AGENCY PLANS.—Section 
1112(b)(1) of that Act (20 U.S.C. 6312(b)(1)) is amend-
ed— 
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(1) by amending subparagraph (B) to read as 
follows: 
‘‘(B) an assessment of the non-academic 
factors influencing student achievement and a 
description of the other indicators that will be 
used in addition to the academic indicators de-
scribed in section 1111 for the uses described 
in such section, including but not limited to the 
indicators listed in section 1111(h)(1)(B);’’; 
(2) in subparagraph (P) by striking ‘‘and’’ at 
the end; 
(3) in subparagraph (Q)— 
(A) by striking ‘‘where appropriate,’’; and 
(B) by striking the period at the end; and 
(4) by adding at the end the following: 
‘‘(R) a description of how the local edu-
cational agency will coordinate and collaborate 
with the State educational agency, other public 
and private State agencies, and local public and 
private organizations and agencies, including 
but not limited to local departments of health 
and human services, local housing agencies, 
local departments of youth services, local agen-
cies administering juvenile justice programs and 
facilities, local agencies and organizations ad-
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ministering national and community service and 
service-learning programs, local law enforce-
ment agencies, and local nonprofit youth devel-
opment and community-based organizations, 
and other entities as appropriate to provide 
services to children youth and families that are 
integrated with services from specialized in-
structional support personnel and local edu-
cational agency homeless liaisons, designated 
pursuant to section 722(g)(1)(J)(ii) of the 
McKinney-Vento Homeless Assistance Act, in 
order to address the nonacademic factors iden-
tified under subparagraph (B), with an empha-
sis on addressing the needs of schools in school 
improvement, corrective action or restructuring 
under this section in order to address major 
factors that have significantly affected student 
achievement at the school; and 
‘‘(S) ensure that the results from the aca-
demic assessments required under section 
1111(b)(3) will be provided to parents and 
teachers as soon as is practicably possible after 
the test is taken, in an understandable and uni-
form format and provided in a language that 
the parents and the public can understand.’’. 
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(e) SCHOOLWIDE PROGRAMS.—Section 1114 of that 
Act (20 U.S.C. 6314) is amended— 
(1) in subsection (b)(1)— 
(A) in subparagraph (A) by inserting ‘‘, as 
well as the non-academic needs of students that 
impact academic success, including social, emo-
tional, physical and civic needs’’ before the pe-
riod at the end; 
(B) in subparagraph (B)(iii)(I)— 
(i) in each of items (bb) and (cc) by 
striking ‘‘and’’ at the end; and 
(ii) by adding at the end the fol-
lowing: 
‘‘(dd) health, mental health, 
housing, and social services, fam-
ily support, youth development 
and other activities offered by 
specialized instructional support 
personnel, 
educational 
agency 
homeless liaisons, designated pur-
suant to section 722(g)(1)(J)(ii) 
of the McKinney-Vento Homeless 
Assistance Act, public and pri-
vate agencies and community- 
based organizations and coordi-
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nated, if appropriate, in a full 
service community school, that 
reduce barriers to learning and 
improve the capacity of families 
to support their children’s edu-
cation; 
‘‘(ee) efforts to prevent stu-
dents from dropping out of 
school, and efforts to reconnect 
dropouts to school, alternative 
education programs, vocational 
training and work opportunities, 
or other services deemed appro-
priate by the local educational 
agency; and 
‘‘(ff) efforts focused on re-
ductions in truancy, suspensions, 
and expulsions; and’’; and 
(C) by adding at the end the following: 
‘‘(K) A strategy, developed in partnership 
with institutions and organizations such as local 
government, community-based organizations, in-
stitutions of higher education, specialized in-
structional support personnel, local educational 
agency homeless liaisons, designated pursuant 
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to section 722(g)(1)(J)(ii) of the McKinney- 
Vento Homeless Assistance Act, and others for 
addressing factors that affect student achieve-
ment and for mobilizing community assets to 
support student success. The strategy should 
include efforts to increase community involve-
ment, including strategies to provide services to 
address the needs identified under described 
under subsection (b)(1)(A) and strategies to 
form partnerships with public and private orga-
nizations and agencies to implement services in 
accordance with items (dd), (ee), and (ff) of 
subsection (b)(1)(B)(iii)(I).’’; 
(2) in subsection (b)(2)(B), by amending clause 
(ii) to read as follows: 
‘‘(ii) developed with the involvement of 
parents and other individuals and organi-
zations in the community to be served and 
who will carry out such plan, including 
teachers, principals, specialized instruc-
tional support personnel, local educational 
agency homeless liaisons, designated pur-
suant to section 722(g)(1)(J)(ii) of the 
McKinney-Vento Homeless Assistance Act, 
Parental Information Centers and adminis-
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trators (including administrators of pro-
grams described in other parts of this title, 
administrators of public and nonprofit 
community-based services, and services 
provided by State and local government), 
and, if appropriate, technical assistance 
providers, school staff, and, if the plan re-
lates to a secondary school, students from 
such school;’’; and 
(3) in subsection (e)— 
(A) in paragraph (2)(B)(ii) by inserting 
after ‘‘coordinator’’ the following: ‘‘to link eligi-
ble children and their families with services and 
resources available in the community’’; 
(B) by redesignating paragraph (3) as (4); 
and 
(C) by inserting after paragraph (2) the 
following: 
‘‘(3) REPORTING.—If services described in 
paragraph (2) are not available to eligible children 
and resources are insufficient in meeting their needs, 
the school shall report to the local educational agen-
cy, State educational agency, and public in a manner 
deemed appropriate by the school, the number of 
children experiencing needs for comprehensive serv-
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ices, unless doing so would violate the rights to pri-
vacy of such children, the services needed by the 
children, and an estimate of the needed financial re-
sources to meet their needs.’’. 
(f) SCHOOL IMPROVEMENT.—Section 1116 of that 
Act (20 U.S.C. 6316) is amended— 
(1) in subsection (b)(3)(A)— 
(A) in the matter preceding clause (i) by 
inserting after ‘‘serving the school,’’ the fol-
lowing: ‘‘local stakeholders and potential re-
sources (including business leaders), representa-
tives of public and private nonprofit and social 
service agencies (including local government 
agencies), youth development organizations, 
students,’’; 
(B) by redesignating clauses (vi) through 
(x) as (vii) through (xi), respectively; and 
(C) by inserting after clause (v) the fol-
lowing: 
‘‘(vi) conduct a comprehensive needs 
assessment, including an assessment of po-
tential resources available in the State and 
the community to assist students in meet-
ing the State’s proficient level of achieve-
ment, and develop a plan to partner with 
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public and private social service agencies, 
community-based organizations, youth de-
velopment organizations, businesses, and 
other appropriate organizations, to link 
students and their families with support 
services to strengthen student performance 
at the school, including support services 
that will help to meet students’ non-aca-
demic needs;’’; 
(2) in subsection (b)(4)(B)— 
(A) in clause (iii) by striking ‘‘and’’ at the 
end; 
(B) by redesignating clause (iv) as (v); and 
(C) by inserting after clause (iii) the fol-
lowing: 
‘‘(iv) shall include assistance in devel-
oping partnerships with public and private 
social service agencies, including local gov-
ernment agencies, community-based orga-
nizations, youth development organiza-
tions, businesses, and other appropriate or-
ganizations, to link students and their 
families with support services to strength-
en student performance, including support 
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services that will help to meet students’ 
non-academic needs; and’’; 
(3) in subsection (b)(7)(C)(iv) by adding at the 
end the following: 
‘‘(VII) Hire or designate a staff 
member, such as a specialized instruc-
tional support personnel employed by 
the school or local agency, to coordi-
nate and link students and families 
with resources available in the com-
munity to strengthen student per-
formance, including support services 
that will help to meet students’ non- 
academic needs.’’; and 
(4) in subsection (c)(7)(A)— 
(A) in the matter preceding clause (i) by 
inserting after ‘‘school staff,’’ the following: 
‘‘local stakeholders and potential resources (in-
cluding business leaders), representatives of 
public and private nonprofit and social service 
agencies (including local government agencies), 
youth development organizations, students,’’; 
(B) by redesignating clauses (vi) through 
(viii) as (vii) through (ix), respectively; and 
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(C) by inserting after clause (v) the fol-
lowing: 
‘‘(vi) include a comprehensive needs 
assessment, including an assessment of po-
tential resources available in the State and 
the community to assist students in meet-
ing the State’s proficient level of achieve-
ment, and develop a plan to partner with 
public and private social service agencies, 
community-based organizations, youth de-
velopment organizations, businesses, and 
other appropriate organizations, to link 
students and their families with support 
services to strengthen student perform-
ance, including support services that will 
help 
to 
meet 
students’ 
non-academic 
needs;’’; 
(5) in subsection (c)(10)(C) by adding at the 
end the following: 
‘‘(viii) Mandate the placement of at 
least one staff member, such as a special-
ized instructional support personnel em-
ployed by the school or local agency, to co-
ordinate and link students and families 
with resources available in the community 
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to strengthen student performance, includ-
ing support services that will help to meet 
students’ non-academic needs.’’; 
(6) in subsection (e)(2)(A), in the matter pre-
ceding clause (i)— 
(A) by striking ‘‘annual notice to parents’’ 
and inserting ‘‘notice to parents multiple times 
annually’’; and 
(B) by striking ‘‘, to the extent prac-
ticable,’’; 
(7) in subsection (e)(4)(B) by inserting before 
the semicolon at the end the following: ‘‘, and pro-
vide services in a comprehensive service delivery 
model’’; 
(8) in subsection (e)(4)— 
(A) in subparagraph (D) by striking ‘‘and’’ 
at the end; 
(B) in subparagraph (E)— 
(i) by striking ‘‘annual’’; 
(ii) by inserting after ‘‘supplemental 
educational services’’ the following: ‘‘mul-
tiple times annually’’; and 
(iii) by striking the period at the end 
and inserting ‘‘; and’’; and 
(C) by adding at the end the following: 
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‘‘(F) prioritize outreach and technical as-
sistance to existing school-based, community- 
based, faith-based and other public agency 
afterschool programs, including 21st Century 
Community Learning Centers programs, to en-
courage them to become providers of supple-
mental educational services.’’; and 
(9) in subsection (e)(5)— 
(A) by redesignating subparagraphs (C) 
and (D) as (D) and (E), respectively; and 
(B) by inserting after subparagraph (B) 
the following: 
‘‘(C) Provide delivery of tutoring services 
in a comprehensive service delivery model 
through partnership or as part of a comprehen-
sive after-school program.’’. 
(g) SCHOOL SUPPORT AND RECOGNITION.—Section 
1117 of that Act (20 U.S.C. 6317) is amended in sub-
section (a)(5)(A)— 
(1) in clause (vi) by striking ‘‘or’’ at the end; 
(2) by redesignating clause (vii) as (ix); and 
(3) by inserting after clause (vi) the following: 
‘‘(vii) representatives of public and 
private social service agencies, community- 
based organizations, youth development or-
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ganizations, businesses, and other appro-
priate organizations; 
‘‘(viii) students; or’’. 
(h) COMMUNITY INVOLVEMENT.—Subpart 1 of part 
A of title I of that Act is amended by inserting after sec-
tion 1118 (20 U.S.C. 6318) the following: 
‘‘SEC. 1118A. COMMUNITY INVOLVEMENT. 
‘‘(a) PURPOSE.—The purpose of this section is to 
strengthen student achievement by— 
‘‘(1) engaging the whole community in the edu-
cation of the Nation’s students; 
‘‘(2) leveraging supports, opportunities, and re-
sources available within the community; 
‘‘(3) improving the coordination of services for 
students, their families, and the community; and 
‘‘(4) meeting student’s nonacademic needs. 
‘‘(b) FEDERAL MATCHING FUND AUTHORIZED.— 
The Secretary shall award grants to local educational 
agencies to support the implementation of community in-
volvement policies consistent with subsection (c). 
‘‘(1) GRANTS TO LOCAL EDUCATIONAL AGEN-
CIES.—A grant to a Local Educational Agency 
under this section shall not be greater than the 
amount of matching funds raised by the Local Edu-
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cational Agency and its community partners under 
paragraph (3). 
‘‘(2) LOCAL
EDUCATIONAL
AGENCY
APPLICA-
TION.—Each Local Educational Agency that desires 
to receive a grant under this section shall submit an 
application to the Secretary at such time, and con-
taining such information as the Secretary shall rea-
sonably require. The Secretary shall require that 
each such application include the following: 
‘‘(A) The community involvement policy 
developed in accordance with subsection (c). 
‘‘(B) A description of the community part-
ners that were involved in the development of 
the community involvement policy. 
‘‘(C) A description of the roles that will be 
played by partners in the implementation of the 
community involvement policy, including a de-
scription of the partners that will provide serv-
ices to students, their families, and the commu-
nity, a description of the services that will be 
provided; and memoranda of understanding be-
tween the local educational agency and commu-
nity partners clearly delineating the roles and 
responsibilities of the local educational agency 
and its partners. 
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‘‘(D) A description of how funds received 
under this section will be integrated with other 
Federal, state and local funds to maximize serv-
ices and opportunities for students, their fami-
lies and the community, including a description 
of how funds received under this section will be 
distributed and utilized. 
‘‘(E) A description of the matching funds 
secured through the development of the commu-
nity involvement policy pursuant to paragraph 
(3). 
‘‘(3) MATCHING FUNDS.—To be eligible to re-
ceive a grant under this section, a local educational 
agency must: 
‘‘(A) Provide an assurance that it will 
spend an amount greater than or equal to 1 
percent of such agency’s allocation under sub-
part 2 of this part. 
‘‘(B) Provide an assurance that it will 
raise matching funds from community partners, 
including from nonprofit organizations serving 
children and youth, businesses, and other Fed-
eral, State, or public sources in an amount 
greater than or equal to 1 percent of such agen-
cy’s allocation under subpart 2 of this part, ex-
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cept that funds under this subparagraph shall 
not be provided from funds appropriated under 
subpart 2 of this part. Such funds may be pro-
vided in whole or in-part with in-kind contribu-
tions from partners and need not be transferred 
to the local educational agency in order to meet 
the requirements of this paragraph. 
‘‘(4) DISTRIBUTION OF FUNDS.— 
‘‘(A) EQUITABLE
NATIONAL
DISTRIBU-
TION.—In awarding grants under this sub-
section, the Secretary shall ensure an equitable 
geographic distribution of the grants. 
‘‘(B) 
LOCAL
DISTRIBUTION.—Funds 
awarded to a local educational agency under 
this section or dedicated by a Local Educational 
Agency under paragraph (3) may be utilized by 
the local educational agency or any of its part-
ners to implement the Community Involvement 
Policy developed under subsection (c). 
‘‘(5) MAXIMUM USE OF FUNDS.—Of the funds 
awarded to a local educational agency under this 
section, the local educational agency must distribute 
to its nonprofit community partners an amount that 
is greater than or equal to the amount of matching 
funds committed by the nonprofit community part-
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ners pursuant to paragraph (3)(B). If the amount 
awarded to a local educational agency is less than an 
amount equal to 2 percent of such agency’s alloca-
tion under subpart 2 of this part, then the local edu-
cational agency must distribute to its nonprofit com-
munity partners an amount equal to at least half of 
the amount awarded under this section. 
‘‘(c) COMMUNITY INVOLVEMENT POLICY.—To re-
ceive a grant under this section, a local educational agency 
shall develop jointly with members of the community, 
which shall include local government, community-based or-
ganizations, child and youth serving organizations and 
agencies, other business and community partners, and stu-
dents, a policy for leveraging resources, services, and op-
portunities available within the community in order to 
support student achievement by meeting the academic and 
non-academic needs of students. The policy shall dem-
onstrate how community resources will be coordinated 
with the work of pupil services personnel and local edu-
cational agency homeless liaisons, designated pursuant to 
section 722(g)(1)(J)(ii) of the McKinney-Vento Homeless 
Assistance Act and shall be incorporated into the local 
educational agency’s plan developed under section 1112. 
The policy shall include the following components: 
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‘‘(1) An analysis of available data on the com-
prehensive needs of the students served by the local 
educational agency, their families, and the commu-
nity that analyzes the academic, social, emotional, 
physical, safety, civic, and, if appropriate, vocational 
needs of students and their families that may impact 
students’ ability to meet the challenging State stu-
dent academic achievement standards. 
‘‘(2) A description of the potential resources, 
services, and opportunities available within the com-
munity or available near the community that stu-
dents, their families, and those in the community 
may be able to access to meet the needs identified 
under paragraph (1) and support students to achieve 
the challenging State student academic achievement 
standards. 
‘‘(3) A strategy for developing and supporting 
partnerships to provide services to children youth 
and families in coordination with pupil services per-
sonnel and local educational agency homeless liai-
sons, designated pursuant to section 722(g)(1)(J)(ii) 
of the McKinney-Vento Homeless Assistance Act. 
Such partnerships may— 
‘‘(A) include the local educational agency, 
schools, and local departments of health and 
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human services, local departments of youth 
services, local agencies administering juvenile 
justice programs and facilities, local agencies 
and organizations administering national and 
community service and service-learning pro-
grams, local law enforcement agencies, local 
nonprofit youth development, Parental Informa-
tion and Resource Centers, other community- 
based organizations, other public agencies, busi-
nesses, and other entities as appropriate; 
‘‘(B) be designed to provide services to 
children youth and families, including health 
and mental health services, quality before- and 
after-school programming, summer programs, 
school and community safety programs, men-
toring, tutoring, service-learning, youth develop-
ment, internships and apprenticeships, family 
strengthening activities, career counseling, job 
training, nutrition, and other services; and 
‘‘(C) involve the hiring or designating of a 
community involvement coordinator, such as a 
specialized instructional support personnel staff 
member, within the local educational agency, 
school or partner organization to facilitate the 
implementation of this section. 
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‘‘(4) A strategy for informing parents, legal 
guardians, and care takers of the opportunities for 
services available through the partnerships developed 
under paragraph (3). 
‘‘(5) A strategy for linking students and their 
families with the opportunities for services available 
through the partnerships developed under paragraph 
(3), including a strategy for meeting the transpor-
tation needs of students and families in coordination 
with partnering organizations and a strategy for cov-
ering the costs of such services. 
‘‘(6) A strategy for evaluating the impact of the 
community involvement policy and its implementa-
tion, including a description of the resources, sup-
ports and opportunities leveraged from the commu-
nity to benefit students, their families, the local edu-
cational agency, schools, and the community. 
‘‘(7) A strategy for identifying barriers to devel-
oping effective school-community partnerships and 
developing ways to mitigate such barriers. 
‘‘(8) A strategy for providing professional devel-
opment to principals, teachers, pupil services per-
sonnel, local educational agency homeless liaisons, 
designated pursuant to section 722(g)(1)(J)(ii) of 
the McKinney-Vento Homeless Assistance Act, and 
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the community involvement coordinator, if one is 
present in the local educational agency or school, to 
facilitate the smooth operation of communication 
across offices and partnering entities. 
‘‘(9) A strategy for developing a community in-
volvement council to lead, monitor, and oversee the 
implementation of the community involvement policy 
in partnership with the local educational agency. 
Such a council may include parents and caretakers, 
students, principals, teachers, personnel, local edu-
cational agency homeless liaisons, designated pursu-
ant to section 722(g)(1)(J)(ii) of the McKinney- 
Vento Homeless Assistance Act, Parental Informa-
tion and Resource Centers, representatives of the 
mayor or appropriate chief executive officers of gen-
eral purpose local government, local departments of 
health and human services, local departments of 
youth services, local agencies administering juvenile 
justice programs and facilities, local agencies and or-
ganizations administering national and community 
service and service-learning programs, local law en-
forcement agencies, local nonprofit youth develop-
ment, other community-based organizations, other 
public agencies, businesses, and other entities as ap-
propriate. 
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‘‘(d) COORDINATION WITH PARENT INVOLVEMENT 
STRATEGIES.—The community involvement policy devel-
oped under subsection (b) shall be developed and imple-
mented in coordination with the parent involvement strat-
egies developed under section 1118. 
‘‘(e) REPORTING.— 
‘‘(1) LOCAL
EDUCATIONAL
AGENCY
REPORT-
ING.—On an annual basis, each Local Educational 
Agency that receives funds under this section shall 
report to the State educational agency, the Sec-
retary, and the public on— 
‘‘(A) the amount and sources of matching 
funds raised in accordance with subsection 
(a)(3); 
‘‘(B) the number, type, and roles played by 
partners involved in the development and imple-
mentation of the Community Involvement Pol-
icy developed under subsection (c); 
‘‘(C) the services coordinated or provided 
through the implementation of the Community 
Involvement Policy developed under subsection 
(c); and 
‘‘(D) any information available on out-
comes resulting from the activities carried out 
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through the Community Involvement Policy de-
veloped under subsection (c). 
‘‘(2) STATE
EDUCATIONAL
AGENCY
REVIEW 
AND SUPPORT.—Each State shall— 
‘‘(A) monitor and compile a report annu-
ally on each district’s implementation of com-
munity involvement policies and recommenda-
tions for improvement and submit this report to 
the Secretary and the public; 
‘‘(B) provide information and technical as-
sistance to help local educational agencies com-
ply with the community involvement provisions 
within the law; 
‘‘(C) the State education agency must pro-
vide a copy of this annual report to its respec-
tive Statewide PIRC where it shall— 
‘‘(i) identify how the local education 
agency can comply where they have been 
found to not be compliant in the annual re-
port; and 
‘‘(ii) the Statewide PIRC shall report 
their recommendations for compliance to 
the State education agency as well as the 
school administration using existing com-
munication methods; and 
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‘‘(D) use all resources made available to 
the state under section 1117(a). 
‘‘(3) REPORT
TO
CONGRESS.—On an annual 
basis, the Secretary shall report to Congress and the 
public a summary of the reports provided by the 
local educational agencies in accordance with para-
graph (1). 
‘‘(f) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated such sums as necessary 
to carry out this section for each of fiscal years 2012 
through 2017.’’. 
(i) COORDINATION REQUIREMENTS.—Section 1120B 
of that Act (20 U.S.C. 6322) is amended by adding at 
the end the following: 
‘‘(d) BARRIERS TO COORDINATION.—Each local edu-
cational agency receiving assistance under this part shall 
report to the Secretary at such time and in such manner 
as the Secretary may determine any barriers to coordina-
tion, and the Secretary shall report such barriers to co-
ordination to the Federal Youth Development Council es-
tablished under the Tom Osborne Federal Youth Coordi-
nation Act (Public Law 109–365; 120 Stat. 2594).’’. 
Æ 
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