(B) individual education plan requirements 
of the Individuals with Disabilities Education 
Act (20 U.S.C. 1400 et seq.). 
(6) Promoting partnerships and local liaisons in 
order to coordinate with existing social and commu-
nity-based services and providers to connect youth 
with trusted and established resources. 
(7) Developing and implementing diversion pro-
grams for young people in their communities, such 
as— 
(A) truancy diversion; 
(B) truancy boards; 
(C) peer mediation; 
(D) alternative dispute resolution to reduce 
referrals to a court-designated worker; and 
(E) relationship-centered schools that sup-
port strong family and community engagement. 
(8) Providing training and professional develop-
ment for program personnel to identify, de-escalate, 
and otherwise appropriately respond to student trau-
ma and harm. 
(e) REPORTING.— 
(1) LOCAL
EDUCATIONAL
AGENCY
REQUIRE-
MENTS.—Not later than 1 year after receiving a 
grant under this section, and each year thereafter, 
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each local educational agency that receives a grant 
under this section shall provide to the Secretary— 
(A) a written assurance that— 
(i) the local educational agency or 
schools served by the local educational 
agency have been notified of and are in 
compliance with the requirements de-
scribed under subsection (c); 
(ii) all program personnel of the local 
educational agency have received training 
with respect to such requirements; 
(iii) parents of students enrolled in 
the local educational agency or served by 
such local educational agency have been 
notified of those requirements with respect 
to the local educational agency based on 
receipt of the grant; and 
(iv) the notification required under 
clause (iii) is publicly available on the 
website of the local educational agency; 
and 
(B) a school climate report, which shall be 
publicly available in an easily accessible format 
on a school or district website, that includes a 
description of— 
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(i) the policies and procedures of the 
local educational agency with respect exclu-
sionary and aversive discipline practices or 
interventions in the local educational agen-
cy or schools served by the local edu-
cational agency; 
(ii) how the local educational agency 
plans to implement, is implementing, or 
has implemented restorative practices and 
other models to address student behavior 
and reduce the use of exclusionary and 
aversive discipline practices or interven-
tions in the local educational agency or 
schools served by the local educational 
agency; 
(iii) efforts of the local educational 
agency to ensure all program personnel re-
ceive the supports and training necessary 
to implement restorative practices; 
(iv) efforts of the local educational 
agency to ensure program personnel are 
implementing practices of anti-racism, cul-
tural competence, and anti-bias to ensure 
the school environment is free from racial 
and other forms of harassment; 
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(v) how the local educational agency 
has taken steps to ensure its restorative 
practices have centered on the needs of 
those who have been harmed by zero-toler-
ance disciplinary policies and punitive dis-
ciplinary practices; 
(vi) the number of students that are 
served by the local educational agency who 
engaged in some form of restorative prac-
tice during the reporting period and the 
kinds of restorative practices that were 
used, disaggregated and cross-tabulated 
based on race, gender, and disability sta-
tus, and by category described under sub-
section (b)(1)(A)(v); 
(vii) the number of students that are 
served by the local educational agency that 
were subject to exclusionary discipline dur-
ing the reporting period, which shall be 
disaggregated and cross-tabulated based on 
race, gender, and disability status; 
(viii) a demonstration of continued en-
gagement among students, parents, and 
other stakeholders; and 
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(ix) a plan that articulates how the 
local educational agency will sustain the 
use of restorative practices after the grant 
period is concluded. 
(2) REPORT.—The Secretary shall study data 
collected from the grant program under this section 
and other relevant programs and use such data to 
submit, not later than 3 years after the date of the 
enactment of this Act, and not less than once every 
1 year thereafter, to the Committee on Education 
and Labor of the House of Representatives and the 
Committee on Health, Education, Labor, and Pen-
sions of the Senate, and make publicly available, a 
report— 
(A) summarizing the information from 
grantees as described under paragraph (1); 
(B) highlighting strong examples of restor-
ative practices in schools; 
(C) informing guidance on school discipline 
that can dramatically reduce the number of 
children who are funneled into the school to 
prison pipeline; and 
(D) containing recommendations about 
how schools can strengthen compliance with 
Federal civil rights laws. 
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(f) ACCOUNTABILITY.—If the Secretary determines 
that an entity has misused funds or failed to comply with 
program requirements, the Secretary may withhold funds 
until an entity comes into compliance, in accordance with 
part D of the General Education Provisions Act (20 
U.S.C. 1234 et seq.). 
SEC. 5. STUDY OF RESTORATIVE PRACTICES. 
(a) IN GENERAL.—The Comptroller General of the 
United States shall conduct a study on the school to prison 
pipeline for the purposes of— 
(1) identifying evidence-based interventions to 
improve student well-being and improve school cli-
mate, including restorative practices; and 
(2) examining the role of State and local legal, 
and education systems in exacerbating disparities 
among students (based on race, sex (including sex-
ual orientation and gender identity), socioeconomic 
status, and disability status), including the dis-
proportionate involvement of certain students in the 
legal system. 
(b) DUTIES.—Not later than 1 year after the date 
of enactment of this Act, the Comptroller General shall 
initiate the study under subsection (a), which may in-
clude— 
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(1) examining school discipline policies that are 
alternatives to exclusionary discipline practices, that 
include— 
(A) the models for professional develop-
ment and family engagement in local edu-
cational agencies or States that have adopted 
and effectively implemented such policies; 
(B) a review of the research on the impact 
that such policies may have on student achieve-
ment, disproportionate discipline rates, and stu-
dent well-being; and 
(C) the measurement tools used to collect, 
analyze, and respond to data related to student 
discipline, school climate, and student well- 
being after such polices have been implemented; 
(2) examining the consequences that disparities 
in school discipline policies may have on affected 
students, including impacts on learning loss and 
school completion rates, families, and local commu-
nities, including increasing trauma and other risk 
factors associated with the school to prison pipeline; 
(3) identifying harmful education and public 
safety policies that direct more students into the jus-
tice system and examples of efforts to disrupt such 
policies; and 
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(4) elevating public health oriented approaches 
to improving student well-being and school climate. 
(c) REPORT.—Upon the conclusion of the study 
under subsection (a), the Comptroller General of the 
United States shall prepare and submit to the Committee 
on Health, Education, Labor, and Pensions of the Senate, 
the Committee on Education and Labor of the House of 
Representatives, and the Department of Education a re-
port regarding the study and the conclusions and rec-
ommendations generated from the study. 
Æ 
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