impacts of climate change and socioeconomic 
injustice on youth mental health. 
(B) Programs and spaces that engage stu-
dents in hands-on, project-based learning across 
science, technology, engineering, arts, and 
mathematics instruction, as well as humanities 
instruction, in the scientific, technical, design, 
and social aspects of healthy green retrofits 
funded by the climate capital facilities grants 
under section 102, as well as of any other uses 
of those grants. 
(C) Spaces and programming to advance 
vocational and career and technical education, 
including project-based learning opportunities 
and advancing such education in partnership 
with career and technical education schools, 
community colleges, local institutions of higher 
education, community organizations, and pre- 
apprenticeship programs, to prepare students 
for a wide range of careers related to address-
ing climate change. 
(D) 
Programming 
to 
support 
extra-
curricular, co-curricular, and community-based 
activities such as arts, music, recreation, orga-
nized sports, honor societies, 4–H clubs, foreign 
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and Native languages, college access centers, 
civic engagement clubs and activities, clubs and 
activities to support movement and connected-
ness to nature, early child care centers, and 
after-school and summer education program-
ming. 
(E) Creating or supporting a school-based 
youth peer support program. 
(F) Other partnerships with local commu-
nity organizations and social service providers 
to expand the scale and scope of on-site services 
in support of the resource allocation plan for 
the grant. 
(G) Training and professional development 
to advance trauma-informed, healing-centered 
learning models and practices, centering on the 
whole child and the child’s cognitive, emotional, 
and social needs, inclusive of culturally respon-
sive pedagogy. 
(H) Providing funding to establish or im-
prove libraries, child care centers, health offices, 
mental health and wellness centers, cafeteria 
and dining spaces, gymnasiums, studios and art 
spaces, outdoor green spaces, or job resource 
centers in the schools that are served by the 
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local educational agency, which shall be oper-
ated by the local educational agency or the local 
educational agency in partnership with a non-
profit organization. 
(I) Website development and other commu-
nications to share and exchange knowledge and 
best practices. 
(J) Wellness, stress management, and 
mindfulness training. 
(K) Anti-racist and anti-hate educational 
programming. 
(L) Training for and implementation of re-
storative justice practices, including peer medi-
ation, restorative conferences, counseling, and 
peace circles for students as well as anti-bul-
lying initiatives. 
(M) Developing and implementing evi-
dence-based practices to support school safety 
that do not rely on the criminal justice system. 
(N) Developing and implementing evi-
dence-based, inclusive, and trauma-informed 
practices to prevent violence and improve school 
climate and culture, including schoolwide posi-
tive behavioral interventions and supports, re-
storative justice programs and interventions, so-
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cial and emotional learning programs, commu-
nity-integrated violence prevention program-
ming, and programs to ensure students have ac-
cess to one-on-one relationships with mentors or 
other caring adults. 
(O) Improving school capacity to identify, 
refer, and provide services to students and fam-
ilies in need of trauma support services or other 
social services, including with the appropriate 
technology and spaces to do so. 
(P) Technical assistance, including con-
tract templates, local data clearinghouses for 
best practices, and temporary staff to support 
finding and building initial partnerships to 
build the capacity to develop and sustain local 
partnerships with other knowledge centers in 
the community. 
(Q) Increased parent and student engage-
ment in learning. 
(R) Increased availability of translation to 
create accessible learning environments for 
English learners. 
(3) REQUIREMENT.—A local educational agency 
receiving a grant under this section shall ensure that 
if such agency contracts with a third party to carry 
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out activities under this subsection, such third- 
party— 
(A) is located in the same catchment area 
as students attending the school in which they 
will work, or previously attended the school in 
which they will work; or 
(B) is located in a ZIP Code served by the 
local educational agency receiving the grant or 
in a neighboring ZIP Code. 
(4) PROHIBITIONS ON USE OF FUNDS.—A local 
educational agency receiving a grant under this sec-
tion may not use grant funds for any of the fol-
lowing: 
(A) For measures that subject students to 
potential penalties imposed by law enforcement, 
unduly surveil students, or otherwise detract 
from a positive, inclusive, and welcoming school 
culture and environment. 
(B) For measures that would reduce the 
accessibility of the school environment for stu-
dents with disabilities. 
(e) WAGE
AND LABOR ORGANIZATION REQUIRE-
MENTS.—Each local educational agency that receives 
funds through a grant under this section shall— 
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(1) ensure that eligible educators and support 
staff hired with the grant funds are paid wages in 
accordance with prevailing rates in the locality or 
any applicable collective bargaining agreement, and 
on a pathway with regular increases in pay; 
(2) ensure that such educators and staff are 
considered to be part of any existing (as of the date 
of the hiring) applicable bargaining unit of a labor 
organization and not considered to be executive em-
ployees or employees in other positions exempt from 
the Fair Labor Standards Act of 1938 (29 U.S.C. 
201 et seq.); and 
(3) if the local educational agency does not have 
such a bargaining unit, have an explicit neutrality 
policy, which covers such educators and staff, on any 
issue involving the organization of employees for 
purposes of collective bargaining. 
(f) AUTHORIZATION OF APPROPRIATIONS.— 
(1) IN GENERAL.—There is authorized to be 
appropriated to the Secretary to provide grants 
under this section $250,000,000,000 for the 10-fis-
cal-year period following the date of enactment of 
this Act. 
(2) ADMINISTRATIVE
EXPENSES.—There are 
authorized to be appropriated to the Secretary for 
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the administrative expenses of carrying out this sec-
tion such sums as are necessary. 
SEC. 104. EDUCATIONAL EQUITY PLANNING GRANTS. 
(a) PROGRAM ESTABLISHED.— 
(1) IN GENERAL.—The Secretary shall facilitate 
an inclusive, regional equity planning process and 
award grants to eligible consortia to eliminate intra- 
region education inequities by providing Federal 
funds to assist the eligible consortia in planning and 
carrying out regional education equity plans, in ac-
cordance with this section. 
(2) PLANNING
GRANT.—The Secretary shall 
award a planning grant under this section, for a pe-
riod of not longer than 1 year, to each eligible con-
sortium with an approved application to enable the 
eligible consortium to develop a regional education 
equity plan. 
(3) IMPLEMENTATION GRANT.—The Secretary 
shall award an implementation grant under this sec-
tion to each eligible consortium with an approved re-
gional education equity plan to enable the consor-
tium to carry out activities to implement such plan. 
(b) ELIGIBLE CONSORTIUM.—In this section, the 
term ‘‘eligible consortium’’ means 2 or more local edu-
cational agencies that are located within the same metro-
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politan or micropolitan statistical area and that have 
formed a regional consortium. 
(c) PROVISION OF DATA.—The Secretary, the Sec-
retary of Housing and Urban Development, the Adminis-
trator of the Environmental Protection Agency, and the 
Secretary of Transportation shall provide each eligible 
consortium that receives a planning grant under this sec-
tion with data relevant to that particular eligible consor-
tium about demographic trends, the spatial distribution of 
poverty, environmental hazards, and access to education, 
transportation, and economic opportunities across the con-
sortium’s region, to assist the eligible consortium in devel-
oping the regional education equity plan. 
(d) COMMUNITY OUTREACH.—Each eligible consor-
tium that receives a planning grant shall engage in exten-
sive community outreach to solicit comments from diverse 
stakeholders on issues related to education equity in the 
region of the consortium, as part of the process of devel-
oping the regional education equity plan. 
(e) REGIONAL EDUCATION EQUITY PLAN.— 
(1) IN GENERAL.—Upon receipt of the data de-
scribed in subsection (c) and completion of the out-
reach described in subsection (d), each eligible con-
sortium that receives a planning grant under this 
section shall use such data and the results of such 
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outreach to develop a 5-year regional education eq-
uity plan. The regional education equity plan shall— 
(A) identify racial, class, gender, and dis-
ability-related inequities in education access 
within the region at the time of the plan’s de-
velopment; 
(B) identify the historic causes of those in-
equities; and 
(C) describe activities to redress those in-
equities. 
(2) EQUITY ASSESSMENT TOOL.—The Secretary 
shall provide each eligible consortium receiving a 
planning grant under this section with an equity as-
sessment tool, which shall be a structured list of 
questions to guide the consortium in the develop-
ment of the regional education equity plan. The 
structured list of questions shall be developed in con-
sultation with representatives of impacted commu-
nities and education equity groups in a manner that 
aligns and is consistent with the principles entitled 
‘‘Jemez Principles for Democratic Organizing’’ and 
dated December 1996. 
(f) APPLICATION; EQUITY PLAN.— 
(1) APPLICATION.—Each eligible consortium 
desiring a planning grant under this section shall 
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submit an application to the Secretary, at such time, 
in such manner, and containing such information as 
the Secretary may reasonably require. 
(2) EQUITY
PLAN.—Each eligible consortium 
desiring an implementation grant under this section 
shall submit a regional education equity plan to the 
Secretary, at such time, in such manner, and con-
taining such information as the Secretary may rea-
sonably require, which shall include, at a minimum, 
the information described in subsection (e). If the 
Secretary does not approve the plan, the Secretary 
shall work with the eligible consortium and provide 
technical assistance to assist the eligible consortium 
in revising the regional education equity plan until 
the Secretary determines that such plan will be ap-
proved. 
(g) USE OF FUNDS FOR IMPLEMENTATION.—An eli-
gible consortium receiving an implementation grant under 
this section shall— 
(1) distribute such grant funds to elementary 
schools and secondary schools that are served by 
local educational agencies in the eligible consortium 
in accordance with the regional education equity 
plan; and 
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(2) may use grant funds for resource sharing 
and the centralization of administration, planning, 
and procurement among the local educational agen-
cies in the consortium, with the aim of ensuring an 
equitable distribution of funding and staffing and 
equitable access to high-quality curricula and edu-
cational opportunities for students, including stu-
dents who are children with disabilities and low-in-
come students. 
(h) ACCOUNTABILITY.—An eligible consortium that 
receives an implementation grant under this section shall 
post on a publicly available website data about annual 
benchmarks that are achieved during the 5-year grant pe-
riod. 
(i) AUTHORIZATION OF APPROPRIATIONS.— 
(1) IN GENERAL.—There is authorized to be 
appropriated to carry out this section $100,000,000 
for the 10-fiscal-year period following the date of en-
actment of this Act. 
(2) ADMINISTRATIVE
EXPENSES.—There are 
authorized to be appropriated to the Secretary for 
the administrative expenses of carrying out this sec-
tion such sums as are necessary. 
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SEC. 105. IDEA FUNDING. 
There are authorized to be appropriated to carry out 
part B of the Individuals with Disabilities in Education 
Act (20 U.S.C. 1411 et seq.), $44,000,000,000 for each 
of the 10 fiscal years following the date of enactment of 
this Act. 
SEC. 106. ELEMENTARY AND SECONDARY EDUCATION 
FUNDING. 
There are authorized to be appropriated to carry out 
part A of title I of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6311 et seq.), 
$74,000,000,000 for each of the 10 fiscal years following 
the date of enactment of this Act. 
TITLE II—CLIMATE CHANGE 
RESILIENCY 
SEC. 201. DEFINITIONS. 
In this Act: 
(1) COMMUNITY
RESILIENCY
CENTER.—The 
term ‘‘community resiliency center’’ means a center 
that provides community resources and improves dis-
aster preparedness, response, or recovery in the com-
munity and— 
(A) may conduct, or provide space for, tar-
geted activities such as helping reach commu-
nity members not well-served by existing re-
sources or preparedness programs, and serving 
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as a shelter or communications center in emer-
gencies, distributing food, energy and other 
basic needs during or after a disaster, providing 
trauma-informed care and mental health serv-
ices during or after a disaster, and enabling 
faster recovery through connecting community 
members with services; and 
(B) may distribute food, energy, or other 
basic needs on an ongoing basis. 
(2) ENVIRONMENTAL
JUSTICE
COMMUNITY.— 
The term ‘‘environmental justice community’’ means 
a community with significant representation of com-
munities of color, low-income communities, or Tribal 
and indigenous communities that experiences, or is 
at risk of experiencing, higher or more adverse 
human health or environmental effects as compared 
to other communities. 
SEC. 202. CLIMATE CHANGE RESILIENCY PROGRAM. 
The Secretary shall establish a Climate Change Resil-
iency Program to— 
(1) increase the resiliency of the United States 
public school system, BIE schools, and schools fund-
ed by BIE during— 
(A) climate change-related events and nat-
ural 
disasters, 
including 
extreme 
weather 
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events, droughts, hurricanes, coastal and inland 
flooding, sea level rise, increased storm surge, 
wildfires, mudslides, extreme temperatures, tor-
nadoes, earthquakes, and volcanos; and 
(B) public health crises; 
(2) increase the ability of the United States 
public school system, BIE schools, and schools fund-
ed by BIE to advance climate justice and environ-
mental justice by serving as community resiliency 
centers; 
(3) build partnerships among local businesses, 
labor unions, apprenticeship programs, nonprofit or-
ganizations, and educators to facilitate applied 
STEAM and social science learning opportunities re-
lated to climate resiliency for students and create 
local jobs; and 
(4) prioritize public educational institutions, 
BIE schools, and schools funded by BIE as centers 
of innovation and pathways to green collar jobs 
through investments in vocational and technical edu-
cation in public schools that connect to labor organi-
zation registered apprenticeships and other high- 
road jobs. 
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SEC. 203. GRANT PROGRAM. 
(a) IN GENERAL.—As part of the Climate Change 
Resiliency Program established under section 202, the 
Secretary shall establish a program to make grants to 
State educational agencies, in partnership with local edu-
cational agencies and local nonprofit organizations, for the 
development and implementation of statewide, regional, or 
local climate resiliency plans or climate resiliency projects 
for public elementary schools and secondary schools, BIE 
schools, and schools funded by BIE, with the aim of ena-
bling public schools to serve as community resiliency cen-
ters. 
(b) CLIMATE RESILIENCY PLANS AND PROJECTS.— 
Each climate resiliency plan or climate resiliency project 
under subsection (a) shall include 1 or more of the fol-
lowing depending on the needs of the schools and sur-
rounding communities to be served: 
(1) Improvements to school buildings and 
grounds, including projects such as— 
(A) installing on-site distributed generation 
that combines energy efficient devices, energy 
storage, and renewable energy to allow the 
school to access essential energy during power 
outages and optimize use of on-site and off-site 
energy sources for emissions reductions; 
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(B) upgrading school kitchen facilities to 
support the preparation of scratch-cooked stu-
dent meals that use whole ingredients and are 
rich in fruits, vegetables, legumes, and whole 
grains; 
(C) projects that generate and maintain 
publicly accessibly integrated sustainability data 
and building management platforms; 
(D) improving walkability and accessibility 
on school grounds and in all school buildings; 
(E) acquiring relevant disaster response 
equipment and carrying out disaster response 
training; 
(F) procuring electric school buses; 
(G) installing public charging infrastruc-
ture for electric school buses and electric vehi-
cles; 
(H) establishing or improving dedicated in-
frastructure for safe transportation by bicycle, 
including bicycle lanes and parking spots; 
(I) enhancing multi-modal access to sup-
port the needs of all students, families, and 
staff, whether they walk, bike, use transit, or 
use other means of transportation to and from 
school; 
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(J) establishing or improving vehicle speed 
reduction infrastructure; and 
(K) a project involving the installation of 
high-speed internet infrastructure, in coordina-
tion with the E-rate program of the Federal 
Communications Commission set forth under 
subpart F of part 54 of title 47, Code of Fed-
eral Regulations (or any successor regula-
tion)— 
(i) in order to provide universal inter-
net access for schools served by the grant-
ee, BIE schools, and schools funded by 
BIE; 
(ii) with an upload speed that allows 
for the full execution of activities related to 
virtual teaching and learning, including the 
access and use of interactive online learn-
ing modules and textbooks, online profes-
sional learning courses, videoconferencing, 
and assistive technology; 
(iii) including the ongoing costs asso-
ciated with providing that internet infra-
structure and access; 
(iv) with respect to which, schools are 
encouraged to partner with municipal and 
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