I 
118TH CONGRESS 
1ST SESSION H. R. 6576 
To improve the full-service community school program, and for other 
purposes. 
IN THE HOUSE OF REPRESENTATIVES 
DECEMBER 4, 2023 
Ms. LEE of Nevada (for herself, Mr. TRONE, Ms. TOKUDA, Ms. BONAMICI, 
Ms. NORTON, Ms. CROCKETT, Ms. WILLIAMS of Georgia, Mr. DAVIS of 
Illinois, Ms. TLAIB, Ms. BROWN, Mr. GOMEZ, Mrs. CHERFILUS-MCCOR-
MICK, Ms. JACKSON LEE, Ms. BALINT, Mr. BOWMAN, and Mr. MULLIN) 
introduced the following bill; which was referred to the Committee on 
Education and the Workforce 
A BILL 
To improve the full-service community school program, 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 ‘‘Full-Service Commu-
nity School Expansion Act of 2023’’. 
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SEC. 2. COMMUNITY SUPPORT FOR SCHOOL SUCCESS. 
(a) AUTHORIZATION OF APPROPRIATIONS.—Section 
4601 of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 7251) is amended— 
(1) in the matter preceding paragraph (1) of 
subsection (a), by inserting ‘‘(except for section 
4625)’’ after ‘‘part’’; 
(2) in the matter preceding clause (i) of sub-
section (b)(2)(B), by inserting ‘‘(except for section 
4625)’’ after ‘‘subpart 2’’; and 
(3) by adding at the end the following: 
‘‘(c) AUTHORIZATION
OF
APPROPRIATIONS
FOR 
FULL-SERVICE COMMUNITY SCHOOLS.—There are au-
thorized to be appropriated to carry out section 4625— 
‘‘(1) $500,000,000 for fiscal year 2024; 
‘‘(2) $600,000,000 for fiscal year 2025; 
‘‘(3) $700,000,000 for fiscal year 2026; 
‘‘(4) $850,000,000 for fiscal year 2027; and 
‘‘(5) $1,000,000,000 for fiscal year 2028.’’. 
(b) DEFINITIONS.—Section 4622 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 7272) 
is amended— 
(1) by redesignating paragraphs (1), (2), and 
(3) as paragraphs (5), (7), and (9), respectively; 
(2) by inserting before paragraph (5), as redes-
ignated by paragraph (1), the following: 
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‘‘(2) COMMUNITY
SCHOOL
INITIATIVE
DIREC-
TOR.—The term ‘community school initiative direc-
tor’ means an individual who— 
‘‘(A) is employed by an eligible entity that 
will serve 3 or more eligible schools through a 
grant under subsection (b), (c), or (d) of section 
4625; 
‘‘(B) aids in the implementation and co-
ordination of integrated student supports or 
stakeholder services, expanded and enriched 
learning time and opportunities, family and 
community engagement, and collaborative lead-
ership and practices for such eligible schools; 
and 
‘‘(C) provides support and guidance to 
community school coordinators. 
‘‘(3) COMMUNITY-WIDE
LEADERSHIP
TEAM.— 
The term ‘community-wide leadership team’ means a 
team established by a local educational agency re-
ceiving a grant under subsection (b), (c), or (d) of 
section 4625 that— 
‘‘(A) is responsible for guiding the vision, 
policy, resource alignment, implementation, 
oversight, and goal-setting for full-service com-
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munity school efforts within a local educational 
agency; 
‘‘(B) includes— 
‘‘(i) representatives from the local 
educational agency; 
‘‘(ii) educators, school leaders, stu-
dents, and parents, family members, and 
caregivers of students, from each eligible 
school supported by such grant; 
‘‘(iii) community members, such as 
residents, community-led councils, local 
businesses, stakeholders, community orga-
nizations, and local nonprofit organiza-
tions; 
‘‘(iv) system-level partners that in-
clude representatives from government 
agencies, Indian Tribes, Tribal organiza-
tions, Native Hawaiian organizations, rel-
evant labor organizations, and nonprofit 
and other community-based partners; and 
‘‘(v) if applicable, the community 
school initiative director; and 
‘‘(C) may— 
‘‘(i) be created for the purposes of 
supporting and sustaining full-service com-
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munity schools or may already exist at the 
time the eligible entity submits its applica-
tion; 
‘‘(ii) solely focus on full-service com-
munity schools or have additional functions 
and responsibilities; 
‘‘(iii) contribute to the development of 
an application for a full-service community 
school; or 
‘‘(iv) provide input into the selection 
process and requirements for future com-
munity school coordinator and community 
school initiative director candidates. 
‘‘(4) EDUCATOR
LEARNING
COMMUNITIES.— 
The term ‘educator learning communities’ means a 
group of primarily instructional staff in an eligible 
school who are given common planning time to par-
ticipate in ongoing decisionmaking and planning to 
engage in professional development and to examine 
their practice and student performance in order to 
improve school policy and classroom teaching.’’; 
(3) in paragraph (5), as redesignated by para-
graph (1)— 
(A) in the matter preceding clause (i) of 
subparagraph 
(A), 
by 
striking 
‘‘section 
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4623(a)(1)(A)’’ 
and 
inserting 
‘‘section 
4623(a)(1)’’; 
(B) in subparagraph (A)— 
(i) in clause (ii), by striking ‘‘(25 
U.S.C. 450b)’’ and inserting ‘‘(25 U.S.C. 
5304)’’; and 
(ii) in clause (iv)(IV), by striking ‘‘(25 
U.S.C. 450b)’’ and inserting ‘‘(25 U.S.C. 
5304)’’; and 
(C) by amending subparagraph (B) to read 
as follows: 
‘‘(B) With respect to a grant for activities 
described in section 4623(a)(2), a consortium 
of— 
‘‘(i) 1 or more local educational agen-
cies; and 
‘‘(ii) 1 or more community-based or-
ganizations, nonprofit organizations, In-
dian Tribes, Tribal organizations, Native 
Hawaiian organizations, or other public or 
private entities.’’; 
(4) by inserting after paragraph (5), as redesig-
nated by paragraph (1), the following: 
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‘‘(6) ELIGIBLE
SCHOOL.—The term ‘eligible 
school’ means a public elementary school or sec-
ondary school that— 
‘‘(A) has a student body with regard to 
which not less than 40 percent of students are 
eligible for a free or reduced-price lunch under 
the Richard B. Russell National School Lunch 
Act (42 U.S.C. 1751 et seq.); or 
‘‘(B) has been identified for comprehensive 
support and improvement, targeted support and 
improvement, or additional targeted support 
pursuant to section 1111(d) or otherwise has 
been identified by the State as a school in need 
of additional support.’’; 
(5) in paragraph (7), as redesignated by para-
graph (1)— 
(A) in subparagraph (A), by striking 
‘‘and’’ after the semicolon; 
(B) in subparagraph (B), by striking the 
period at the end and inserting ‘‘; and’’; and 
(C) by adding at the end the following: 
‘‘(C) incorporates the pillars of community 
schools.’’; 
(6) by inserting after paragraph (7), as redesig-
nated by paragraph (1), the following: 
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‘‘(8) PILLARS OF COMMUNITY SCHOOLS.—The 
term ‘pillars of community schools’ means all of the 
following key practices: 
‘‘(A) Integrated student supports for the 
students of a community school that provide in- 
and out-of-school support for students, address 
well-being, address out-of-school barriers to 
learning through partnerships with social and 
health services agencies, including mental and 
behavioral health agencies and providers, and 
are coordinated by a community school coordi-
nator, which may include— 
‘‘(i) medical, dental, vision care, and 
mental and behavioral health services, in-
cluding mental health literacy for students 
and staff; and 
‘‘(ii) individuals to assist with home-
less prevention, eviction protections, emer-
gency and long-term housing stability, and 
affordable home ownership servicers, trans-
portation, nutrition, citizenship prepara-
tion, or criminal justice issues, and other 
services. 
‘‘(B) Expanded and enriched learning time 
and opportunities, including evidence-based 
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strategies, and including before-school, after- 
school, during-school, weekend, and summer 
programs that provide additional academic in-
struction, individualized academic support, en-
richment activities, or learning opportunities, 
for students of a community school that— 
‘‘(i) may emphasize real-world project- 
based learning in which students can apply 
their learning to contexts that are relevant 
and engaging; and 
‘‘(ii) may include art, music, drama, 
creative writing, hands-on experience with 
engineering or science (including computer 
science), career and technical education, 
evidence-based tutoring that is aligned 
with classroom success and homework help, 
and recreational programs that enhance 
and are consistent with the school’s cur-
riculum. 
‘‘(C) Active student, family, and commu-
nity engagement— 
‘‘(i) that— 
‘‘(I) brings students, parents, 
and families of students at the com-
munity school and in community into 
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the school as partners in students’ 
education, including meaningfully in-
volving parents and families in the 
community school’s decisionmaking 
processes; 
‘‘(II) 
allows 
the 
community 
school to serve as a hub for services, 
activities, and programs, for students, 
families, and members of the neigh-
borhood that the community school 
serves; and 
‘‘(III) provides adults with de-
sired educational and other opportuni-
ties; and 
‘‘(ii) that provides centralized sup-
ports for families and communities in com-
munity schools, which may include English 
as a second language classes, citizenship 
preparation, computer skills, art, homeless 
prevention, eviction protections, emergency 
and long-term housing stability and afford-
able home ownership services, child abuse 
and neglect prevention supports, health 
and mental health literacy programs, dig-
ital literacy training, or other programs 
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that bring community members into a 
school building for meetings, events, or 
programming. 
‘‘(D) Collaborative leadership and practices 
that build a culture of professional learning, 
collective trust, and shared responsibility for 
each community school using strategies that— 
‘‘(i) shall, at a minimum, include a 
school-based leadership team with rep-
resentation of student, parent, and family 
leader, and community voice, a community 
school coordinator, and a community-wide 
leadership team; 
‘‘(ii) ensure that students, staff, fami-
lies, and community members have a voice 
in major school decisions through represen-
tation on decisionmaking teams, as well as 
inclusive, 
asset-based, 
and 
democratic 
school culture; 
‘‘(iii) may include other leadership or 
governance teams, community school steer-
ing committees, or other community coali-
tions, educator collaborative learning com-
munities, and other staff to manage the 
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multiple, complex joint work of school and 
community organizations; and 
‘‘(iv) ensure that school governance 
teams emphasize representation among 
historically marginalized groups and reflect 
the diversity of community, including di-
versity with respect to language, race, eth-
nicity, socioeconomic status, and role in 
the schooling process. 
‘‘(E) Rigorous, community-connected class-
room instruction, such that teaching and learn-
ing in the school infuses high-level content and 
skills with real-world learning opportunities and 
the curriculum is deeply connected to the local 
community and students’ identities, cultures, 
and experiences, providing opportunities for 
students to engage in meaningful inquiry-based 
learning and problem-solving. This may in-
clude— 
‘‘(i) 
instructional 
resources, 
cur-
riculum, and professional learning that are 
modified to reflect and support a commu-
nity-based learning approach in community 
schools, emphasizing locally designed com-
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munity-based curriculum and pedagogy to 
improve students’ sense of agency; or 
‘‘(ii) development and administration 
of assessments that provide evidence of the 
impact or value of community-based peda-
gogy (such as performance assessments 
that include capstone projects, portfolios, 
and similar assessments). 
‘‘(F) A culture of belonging, safety, and 
care, such that the school climate is welcoming 
and fosters trust among students, families, 
partners, and staff, each person in the school 
community is valued for their rich diversity of 
experiences and is encouraged to share their 
views, knowledge, and culture, the school be-
comes a place grounded in healthy relation-
ships, in which members feel safe and com-
fortable navigating conflicts and taking risks, 
and students feel connected to and are active 
participants in the school community. This may 
include— 
‘‘(i) emphasizing positive relationships 
and interactions, and educators modeling 
these 
relationships 
and 
interactions 
through their own behavior; 
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‘‘(ii) acknowledging and addressing 
negative behaviors and chronic absenteeism 
in developmentally appropriate and positive 
ways; and 
‘‘(iii) restorative discipline practices, 
such as peer mediation, community service 
and post-conflict resolution, to help stu-
dents learn from their mistakes and foster 
positive, healthy school climates where re-
spect and compassion are core principles 
and zero-tolerance practices leading to sus-
pension and expulsion are avoided.’’; and 
(7) by inserting after paragraph (9), as redesig-
nated by paragraph (1), the following: 
‘‘(10) RESULTS
FRAMEWORK.—The term ‘re-
sults framework’ means comprehensive, evidence- 
based annual goals and aligned quantifiable indica-
tors demonstrating continuous improvement with re-
spect to students, particularly disadvantaged stu-
dents, that— 
‘‘(A) are established by an eligible entity or 
State, as applicable; 
‘‘(B) serve as targets for each year of the 
framework; and 
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‘‘(C) shall include at least the following 
goals: 
‘‘(i) Students (including children in 
prekindergarten and kindergarten) are 
ready for school in accordance with the 
State’s ambitious long-term goals and indi-
cators, as described in section 1111(c)(4). 
‘‘(ii) Students are engaged and aca-
demically achieving in school. 
‘‘(iii) Students are physically and 
mentally healthy, and are experiencing 
positive social and emotional development, 
including identity development. 
‘‘(iv) Schools and school neighbor-
hoods are safe and provide a positive and 
equitable school climate for learning. 
‘‘(v) Parents and families are partners 
in supporting children’s education. 
‘‘(vi) Students are ready for postsec-
ondary education and 21st century careers. 
‘‘(vii) Students are contributing to 
their communities. 
‘‘(viii) Students are civically engaged 
or are active participants in democracy. 
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‘‘(ix) Students are not chronically ab-
sent. 
‘‘(11) SCHOOL-BASED LEADERSHIP TEAM.— 
‘‘(A) IN
GENERAL.—The term ‘school- 
based leadership team’ means a team estab-
lished by a full-service community school that— 
‘‘(i) is responsible for supporting the 
implementation of a full-service community 
school program; and 
‘‘(ii) is comprised of not more than 15 
people, which shall include— 
‘‘(I) not less than 2 parents or 
family members of students attending 
the eligible school; 
‘‘(II) not less than 2 educators or 
other staff from the eligible school; 
and 
‘‘(III) all of the following: 
‘‘(aa) The principal of the 
school. 
‘‘(bb) The community school 
coordinator. 
‘‘(cc) 
Representatives 
of 
nonprofit 
organizations 
that 
serve the school. 
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‘‘(dd) Community partners. 
‘‘(ee) School administration, 
including 
administrative 
staff 
and other non-instructional staff 
such as specialized instructional 
support personnel. 
‘‘(ff) In the case of a sec-
ondary school, students.’’. 
(c) FULL-SERVICE
COMMUNITY
SCHOOL
PRO-
GRAM.—Section 4625 of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7275) is amended to 
read as follows: 
‘‘SEC. 4625. FULL-SERVICE COMMUNITY SCHOOL SUPPORT 
FOR WHOLE-CHILD SUCCESS. 
‘‘(a) GRANTS AUTHORIZED.— 
‘‘(1) IN GENERAL.—From funds made available 
under section 4601(c), the Secretary shall carry out 
a full-service community school program by using— 
‘‘(A) not less than 80 percent of such 
funds to award, on a competitive basis— 
‘‘(i) planning grants described in sub-
section (b) to eligible entities, for a period 
of not more than 2 years, in an amount 
that— 
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‘‘(I) is not less than $100,000; 
and 
‘‘(II) may not exceed the amount 
equal to $100,000 for each eligible 
school to be served by the eligible en-
tity under the grant; 
‘‘(ii) 5-year implementation grants de-
scribed in subsection (c) to eligible entities, 
in an amount of not less than $250,000 
each year for each eligible school to be 
served by the eligible entity under the 
grant; and 
‘‘(iii) expansion grants described in 
subsection (d) to eligible entities, for a pe-
riod of not less than 3 and not more than 
5 years, in an amount of not less than 
$300,000 each year and an additional 
$150,000 for each additional school, except 
that for fiscal year 2024 through 2026, the 
total funds for expansion grants under this 
subparagraph shall be no more than 20 
percent of the total amount available under 
this paragraph; 
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‘‘(B) not more than 15 percent of such 
funds to award 5-year grants under subsection 
(f), on a competitive basis, to States; and 
‘‘(C) not more than 5 percent of such 
funds to provide technical assistance for full- 
service community schools under subsection (h). 
‘‘(2) RESERVATION OF FUNDS.—From the total 
amount described under paragraph (1)(A) for a fis-
cal year, the Secretary shall reserve not less than 5 
percent to carry out subsection (g). 
‘‘(3) PRIORITY.—In awarding grants under 
subsections (b), (c), and (d) the Secretary shall give 
priority to eligible entities that are or that include— 
‘‘(A) a high-need local educational agency 
or consortium of high-need local educational 
agencies; 
‘‘(B) local educational agencies that receive 
basic 
support 
payments 
under 
section 
7003(b)(1); 
‘‘(C) a local educational agency or consor-
tium of local educational agencies located in a 
rural area; or 
‘‘(D) Indian Tribes or Tribal organizations 
(as those terms are defined in section 4 of the 
Indian Self-Determination and Education As-
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