I 
117TH CONGRESS 
1ST SESSION H. R. 1241 
To improve the full-service community school program, and for other 
purposes. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 23, 2021 
Mr. JONES (for himself and Mr. TRONE) introduced the following bill; which 
was referred to the Committee on Education and Labor 
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 2021’’. 
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— 
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(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.—There 
are authorized to be appropriated to carry out section 
4625— 
‘‘(1) $500,000,000 for fiscal year 2021; 
‘‘(2) $600,000,000 for fiscal year 2022; 
‘‘(3) $700,000,000 for fiscal year 2023; 
‘‘(4) $850,000,000 for fiscal year 2024; and 
‘‘(5) $1,000,000,000 for fiscal year 2025.’’. 
(b) DEFINITION CHANGES.—Section 4622 of the Ele-
mentary and Secondary Education Act of 1965 (20 U.S.C. 
7272) is amended— 
(1) by redesignating paragraphs (1), (2), and 
(3) as paragraphs (6), (8), and (10), respectively; 
(2) by inserting before paragraph (6), as redes-
ignated by paragraph (1), the following: 
‘‘(1) COMMUNITY SCHOOL.—The term ‘commu-
nity school’ means a public elementary school or sec-
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ondary school that incorporates the 4 pillars of com-
munity schools as defined in paragraph (9). 
‘‘(2) COMMUNITY SCHOOL COORDINATOR.—The 
term ‘community school coordinator’ means an indi-
vidual who— 
‘‘(A) is a full-time staff member serving 1 
eligible school supported by a grant under sub-
section (b), (c), or (d) of section 4625 or a full- 
time staff member serving 1 or more such eligi-
ble schools in a rural area or on Tribal lands; 
‘‘(B) is responsible for the identification, 
implementation, and coordination of integrated 
student supports, expanded and enriched learn-
ing time and opportunities, family and commu-
nity engagement, and collaborative leadership 
and practices for each such eligible school; 
‘‘(C) serves as a member of the school- 
based leadership team for each such eligible 
school; 
‘‘(D) serves as the lead for any needs and 
assets assessment or community school plan re-
quired under section 4625 for each such eligible 
school; and 
‘‘(E) leads the needs and assets assess-
ment and stakeholder-driven approach to prob-
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lem-solving and continuous improvement at 
each such eligible school. 
‘‘(3) 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. 
‘‘(4) 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, 
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oversight, and goal-setting for community 
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; 
‘‘(iv) system-level partners that in-
clude representatives from government 
agencies, relevant labor organizations, and 
nonprofit and other community-based part-
ners; and 
‘‘(v) if applicable, the community 
school initiative director; and 
‘‘(C) may— 
‘‘(i) be created for the purposes of 
supporting 
and 
sustaining 
community 
schools or may already exist at the time 
the eligible entity submits its application; 
‘‘(ii) 
solely 
focus 
on 
community 
schools or have additional functions and 
responsibilities; 
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‘‘(iii) contribute to the development of 
an application for a community school; or 
‘‘(iv) provide input into the screening 
process and requirements for future com-
munity school coordinator and community 
school initiative director candidates. 
‘‘(5) 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 (6), as redesignated by para-
graph (1)— 
(A) in the matter preceding clause (i) of 
subparagraph 
(A), 
by 
striking 
‘‘section 
4623(a)(1)(A)’’ 
and 
inserting 
‘‘section 
4623(a)(1)’’; 
(B) in the matter preceding clause (i) of 
subparagraph (B), by striking ‘‘4623(a)(1)(B)’’ 
and inserting ‘‘4623(a)(2)’’; and 
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(C) in subparagraph (B)(ii), by inserting 
‘‘Indian Tribes, Tribal organizations,’’ after 
‘‘nonprofit organizations,’’; 
(4) by inserting after paragraph (6), as redesig-
nated by paragraph (1), the following: 
‘‘(7) 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) by striking paragraph (8), as redesignated 
by paragraph (1), and inserting the following: 
‘‘(8) FULL-SERVICE COMMUNITY SCHOOL.—The 
term ‘full-service community school’ means a com-
munity school that is supported by a grant under 
subsection (b), (c), (d), or (e) of section 4625. 
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‘‘(9) PILLARS OF COMMUNITY SCHOOLS.—The 
term ‘pillars of community schools’ means all of the 
following: 
‘‘(A) Integrated student supports for the 
students of a community school that address 
out-of-school barriers to learning through part-
nerships with social and health service agencies 
and providers and coordinated by a community 
school coordinator, which may include— 
‘‘(i) medical, dental, vision care, and 
mental health services; and 
‘‘(ii) individuals to assist with hous-
ing, transportation, nutrition, immigration, 
or criminal justice issues and needs. 
‘‘(B) Expanded and enriched learning time 
and opportunities, including evidence-based 
strategies including before-school, after-school, 
during-school, weekend, and summer programs 
that provide additional academic instruction, in-
dividualized academic support, enrichment ac-
tivities, or learning opportunities, for students 
of a community school that— 
‘‘(i) may emphasize real-world learn-
ing and community problem-solving; and 
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‘‘(ii) may include art, music, drama, 
creative writing, hands-on experience with 
engineering or science (including computer 
science), career and technical education, 
tutoring and homework help, or rec-
reational programs that enhance and are 
consistent with the school’s curriculum. 
‘‘(C) Active family and community engage-
ment— 
‘‘(i) that— 
‘‘(I) brings parents and families 
of students of the community school 
and the community into the school as 
partners in students’ education, in-
cluding meaningfully involving parents 
and 
families 
in 
the 
community 
school’s decisionmaking processes; 
‘‘(II) 
makes 
the 
community 
school a hub for services, activities, 
and programs, for students, families, 
and members of the neighborhood 
that the community school serves; and 
‘‘(III) provides adults with de-
sired educational opportunities; and 
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‘‘(ii) that provides centralized sup-
ports for families and communities in com-
munity schools, which may include English 
as a second language classes, green card or 
citizenship preparation, computer skills, 
art, housing assistance, child abuse and 
neglect prevention supports, or other pro-
grams 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, a community 
school coordinator, and a community-wide 
leadership team; and 
‘‘(ii) may include other leadership or 
governance teams, community school steer-
ing committees, or other community coali-
tions, educator learning communities, and 
other staff to manage the multiple, com-
plex joint work of school and community 
organizations.’’; and 
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(6) by inserting after paragraph (10), as redes-
ignated by paragraph (1), the following: 
‘‘(11) SCHOOL-BASED LEADERSHIP TEAM.— 
‘‘(A) IN
GENERAL.—The term ‘school- 
based leadership team’ means a team estab-
lished by a 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. 
‘‘(12) 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; and 
‘‘(B) serve as targets for each year of the 
framework; and 
‘‘(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). 
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‘‘(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. 
‘‘(ix) Students are not chronically ab-
sent.’’. 
(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: 
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‘‘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) 1-year planning grants described 
in subsection (b) to eligible entities, in an 
amount that— 
‘‘(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) 3- to 5-year expansion grants 
described in subsection (d) to eligible enti-
ties, in an amount of not less than 
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$300,000 each year and an additional 
$150,000 for each additional school, except 
that for fiscal year 2021 through 2023, the 
total funds for expansion grants under this 
subparagraph shall be no more than 20 
percent of the total amount available under 
this paragraph; 
‘‘(B) not more than 15 percent of such 
funds to award 3-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 com-
munity schools under subsection (h). 
‘‘(2) RESERVATION OF FUNDS.—Three percent 
of the funds described in paragraph (1)(A) shall be 
reserved for eligible entities that include the Bureau 
of Indian Education, an Indian Tribe, or a Tribal 
organization. 
‘‘(b) PLANNING GRANTS.— 
‘‘(1) APPLICATION.—An eligible entity that de-
sires a planning grant under subsection (a)(1)(A)(i) 
shall submit an application to the Secretary at such 
time and in such manner as the Secretary may re-
quire. The Secretary shall require that each such ap-
plication include all of the following: 
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‘‘(A) A description of the eligible entity. 
‘‘(B) An assurance that the eligible entity 
will establish a community-wide leadership team 
that contributes to the planning and implemen-
tation of a full-service community school pro-
gram. 
‘‘(C) A description of the capacity of the 
eligible entity to coordinate and, in collabora-
tion with its partner entities, facilitate the im-
plementation of all pillars of community schools 
at 1 or more full-service community schools 
through an implementation grant under sub-
section (c), including by providing a description 
of student, educator, family, and community en-
gagement to demonstrate the interest described 
in subparagraph (D)(i). 
‘‘(D) The identification of 1 or more eligi-
ble schools that— 
‘‘(i) show a strong interest, volun-
tarily, in participating in a full-service 
community school program supported by 
an implementation grant under subsection 
(c); 
‘‘(ii) have a demonstrated need to be 
a community school, including by providing 
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data regarding poverty rates, discipline 
rates, academic achievement, student phys-
ical and mental health, or additional infor-
mation connected to the pillars of commu-
nity schools; 
‘‘(iii) have committed to establishing 
or designating a school-based leadership 
team to support the school’s community 
school initiative; and 
‘‘(iv) provide documentation regarding 
whether such school has been identified for 
comprehensive support and improvement, 
targeted support and improvement, or ad-
ditional targeted support pursuant to sec-
tion 1111(d). 
‘‘(E) The designation of an individual to 
serve as the district liaison for the area served 
by the eligible entity, who will direct the plan-
ning and implementation of any grants under 
this subsection or subsection (c) or (d), includ-
ing by coordinating with— 
‘‘(i) students, families, educators, 
principals, and other school leaders of eligi-
ble schools identified under subparagraph 
(D); 
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‘‘(ii) service providers, including po-
tential service providers, and system-level 
partners, such as government agencies, rel-
evant labor organizations, and nonprofit 
and other community-based partners; and 
‘‘(iii) community members. 
‘‘(F) An identification of the initial com-
munity-wide leadership team for purposes of 
this section and the school-based leadership 
team for each eligible school identified under 
subparagraph (D), and, if either such team 
does not exist as of the date of the application, 
the process that will be put in place to establish 
such team. 
‘‘(G) If applicable, plans for hiring addi-
tional staff, providing additional compensation 
to existing staff, or contracting with 1 or more 
nonprofit entities to help the eligible entity 
apply for an implementation grant under sub-
section (c). 
‘‘(H) A data-sharing agreement between 
the local educational agency and partner enti-
ties and services that ensure the sharing of rel-
evant real-time student data to conduct the 
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needs and assets assessment described in para-
graph (2)(A)(i)(I). 
‘‘(I) An assurance that any grant funds 
awarded will benefit members of the community 
served without discrimination based on race, 
color, religion, sex (including sexual orientation 
and gender identity), age, or disability. 
‘‘(J) An assurance that any community 
school opened with the use of grant funds under 
this section will hold leadership team meetings 
that are open to the public, and that records re-
lated to finances, personnel, and other decision-
making processes for those schools will be made 
available for public review. 
‘‘(2) PLANNING GRANT ACTIVITIES.— 
‘‘(A) IN GENERAL.—An eligible entity re-
ceiving a planning grant under this subsection 
shall— 
‘‘(i)(I) conduct a needs and assets as-
sessment for each eligible school partici-
pating in the grant that identifies the aca-
demic, social and emotional, physical and 
mental health, and other needs of at least 
50 percent of students, families, and school 
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staff, and engages a significant number of 
community members for each school; and 
‘‘(II) analyze the results of the assess-
ment; 
‘‘(ii) hire or designate a community 
school coordinator to lead the needs and 
assets assessment; 
‘‘(iii) establish or support a commu-
nity-wide leadership team to support all of 
the designated schools; 
‘‘(iv) establish a school-based leader-
ship team for each participating eligible 
school; 
‘‘(v) 
convene 
the 
community-wide 
leadership team as quickly as practicable, 
and not later than 180 days after the date 
of receipt of the grant; 
‘‘(vi) work with community-wide lead-
ership teams and school-based leadership 
teams to identify, and collaborate with, 
service providers— 
‘‘(I) that have the capacity, and 
demonstrated effectiveness, to partici-
pate in a full-service community 
school and provide integrated student 
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support services for a full-service com-
munity school in the relevant area; 
and 
‘‘(II) which may include public, 
private, and nonprofit agencies or or-
ganizations that provide higher edu-
cation, educational enrichment, sub-
stance abuse prevention and edu-
cation, mental and physical health 
services, housing assistance, transpor-
tation, job training, housing and eco-
nomic development, and social welfare 
services; 
‘‘(vii) complete a planning report, as 
described in subparagraph (C), that details 
the implementation plan before moving for-
ward with implementation; 
‘‘(viii) ensure that meetings of the 
leadership teams are open to the public, 
and that records related to finances, per-
sonnel, and other decisionmaking processes 
are made available for public review; 
‘‘(ix) if necessary, hire additional 
staff, provide additional compensation to 
existing staff, or contract with a nonprofit 
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entity or entities to aid in the activities 
necessary to apply for an implementation 
grant or implement the full-service commu-
nity school plan described in clause (x); 
and 
‘‘(x) craft a full-service community 
school plan for each eligible school identi-
fied under paragraph (1)(D), including a 
description of— 
‘‘(I) how the community school 
coordinator assigned to each such 
school, community school initiative di-
rector, and community-wide leadership 
team, will be expected to fulfill their 
responsibilities; 
‘‘(II) how collaborative leadership 
and practices structures and strate-
gies will be identified and used; 
‘‘(III) the integrated student sup-
ports or stakeholder services, ex-
panded and enriched learning time 
and opportunities, and active family 
and community engagement activities 
that will be tailored to the needs and 
assets assessment conducted under 
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clause (i)(I) and provided in each such 
school; 
‘‘(IV) how each such school will 
provide culturally and linguistically 
relevant communication between such 
school and families; 
‘‘(V) how each such school will 
establish and maintain partnerships 
with nonprofit organizations, faith 
and community-based institutions, in-
stitutions of higher education (includ-
ing teacher preparation institutions), 
hospitals, museums, businesses, and 
other community entities that will 
help implement and sustain the com-
munity school plan and that will par-
ticipate in a community-wide leader-
ship structure; 
‘‘(VI) how services and activities 
described in subclause (III) to be pro-
vided will supplement, not supplant, 
existing programs and activities at the 
eligible school as of the date of appli-
cation; and 
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‘‘(VII) if applicable, a description 
of the additional Federal, State, local, 
and 
private 
funds 
that 
will 
be 
accessed to carry out activities de-
scribed in subclause (III). 
‘‘(B) 
REVISION
OF
COMMUNITY-WIDE 
LEADERSHIP
STRUCTURE.—An eligible entity 
receiving a planning grant under this subsection 
may revise the eligible entity’s community-wide 
leadership team membership as needed to re-
flect— 
‘‘(i) the results of each eligible 
school’s needs and asset assessment under 
subparagraph (A)(i); and 
‘‘(ii) the eligible entity’s subsequent 
identification of partner entities. 
‘‘(C) PLANNING REPORT.—Not later than 
2 years after receiving a planning grant under 
this subsection, the eligible entity shall submit 
to the Secretary a planning report that includes 
the following: 
‘‘(i) A description of the actions taken 
to coordinate and, in collaboration with its 
partner entities, facilitate the provision of 
strategies aligned to the 4 pillars of com-
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munity schools to enable at least 1 eligible 
school to become a full-service community 
school. 
‘‘(ii) A comprehensive plan that in-
cludes descriptions of the following: 
‘‘(I) Results of a thorough needs 
and assets assessment, as described in 
subparagraph 
(A)(i), 
of 
students, 
staff, families, and communities for 
each eligible school to be served 
through the proposed full-service com-
munity schools initiative of the eligible 
entity. 
‘‘(II) The student, family, school, 
neighborhood, and community to be 
served by each eligible school identi-
fied for the implementation of a full- 
service community school program, in-
cluding demographic information on 
race, ethnicity, socioeconomic status, 
and disability status for the school 
and the local community. 
‘‘(III) How a full-service commu-
nity school program contributes to ad-
vancing the strategic full-service com-
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munity school improvement goals and 
efforts of the eligible entity. 
‘‘(iii) Plans for sustaining all pillars of 
community schools in the identified eligible 
schools, which respond to the needs assess-
ment results for each pillar of community 
schools. 
‘‘(iv) Annual measurable performance 
objectives and goals from a results frame-
work to be used by the eligible entity, 
disaggregated for all students and each 
subgroup of students, as defined in section 
1111(c)(2), including an increase in the 
number and percentage of families and 
students targeted for services each year of 
the proposed full-service community school 
program, in order to ensure that children 
are— 
‘‘(I) 
meeting 
the 
challenging 
State academic standards established 
under section 1111(b); and 
‘‘(II) safe, healthy, and sup-
ported by engaged families. 
‘‘(v) A description of the integrated 
student support services, including existing 
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and additional integrated student support 
services, to be coordinated by the commu-
nity school coordinator and provided by the 
eligible entity and its partner entities 
through each proposed full-service commu-
nity school, including an explanation of— 
‘‘(I) why such services have been 
selected, including references to the 
needs and assets assessment described 
in subparagraph (A)(i); 
‘‘(II) how such services will im-
prove student academic achievement; 
‘‘(III) how such services address 
social and emotional needs of students 
and the use of trauma informed care; 
‘‘(IV) how such services will ad-
dress the annual measurable perform-
ance objectives and outcomes de-
scribed in clause (iv); 
‘‘(V) plans for student transpor-
tation to and from after-school and 
summer activities offered through the 
proposed 
full-service 
community 
schools; 
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‘‘(VI) the services designed to ad-
dress the needs for youth transition-
ing out of high school or disconnected 
youth aged 16 through 24; and 
‘‘(VII) services and supports to 
prepare students for college and im-
prove college access, and services to 
help students transition to higher edu-
cation. 
‘‘(vi) Plans, including a description of 
the applicable funding sources, to ensure 
that each proposed full-service community 
school site is served by a full-time commu-
nity school coordinator— 
‘‘(I) at such school; or 
‘‘(II) in the case of an eligible 
school in a rural area or on Tribal 
lands, 
as 
described 
in 
section 
4622(2)(A). 
‘‘(vii) Plans for professional develop-
ment, for the personnel of each proposed 
full-service community school and partner 
service providers, on— 
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‘‘(I) managing, coordinating, or 
delivering integrated student support 
services; 
‘‘(II) 
expanded 
and 
enriched 
learning time and opportunities; 
‘‘(III) active family engagement; 
and 
‘‘(IV) 
collaborative 
leadership 
and practices. 
‘‘(viii) Plans to establish a school- 
based leadership team and plans for joint 
utilization of school facilities, which shall 
include opportunities for collaboration at 
each participating eligible school between 
the community school coordinator and 
members of the school-based leadership 
teams, families, and the community, to 
plan, evaluate progress, and reassess 
needs. 
‘‘(ix) Plans for annual evaluation 
based upon attainment of the performance 
objectives and outcomes described in clause 
(iv). 
‘‘(x) Plans for sustaining the pro-
grams and services described in this sub-
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section, including plans to leverage commu-
nity partners and existing revenue streams 
at the proposed full-service community 
schools upon the end of any implementa-
tion grant under subsection (c). 
‘‘(D) TIMING AND ELIGIBILITY.—An eligi-
ble entity receiving a planning grant under this 
subsection is eligible to apply for an implemen-
tation grant under subsection (c) immediately 
upon the completion of all grant requirements 
under this subsection and the submission of the 
planning report to the Secretary under subpara-
graph (C). 
‘‘(c) IMPLEMENTATION GRANTS.— 
‘‘(1) APPLICATION.—An eligible entity desiring 
an 
implementation 
grant 
under 
subsection 
(a)(1)(A)(ii) shall— 
‘‘(A) in the case of an eligible entity that 
received and completed a planning grant, be 
able to access an expedited process to apply for 
such grant, based on the planning report devel-
oped under subsection (b)(2)(C); 
‘‘(B) in the case of an eligible entity that 
has not successfully completed a planning grant 
under subsection (b), submit an application, at 
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