104 HR 1241 IH: Full-Service Community School Expansion Act of 2021
U.S. House of Representatives
2021-02-23
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I117th CONGRESS1st SessionH. R. 1241IN THE HOUSE OF REPRESENTATIVESFebruary 23, 2021Mr. Jones (for himself and Mr. Trone) introduced the following bill; which was referred to the Committee on Education and LaborA BILLTo improve the full-service community school program, and for other purposes.1.Short titleThis Act may be cited as the Full-Service Community School Expansion Act of 2021.2.Community support for school success(a)Authorization of appropriationsSection 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 subsection (b)(2)(B), by inserting (except for section 4625) after subpart 2; and(3)by adding at the end the following:(c)Authorization of appropriationsThere 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 changesSection 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 (6), (8), and (10), respectively; (2)by inserting before paragraph (6), as redesignated by paragraph (1), the following:(1)Community schoolThe term community school means a public elementary school or secondary school that incorporates the 4 pillars of community schools as defined in paragraph (9). (2)Community school coordinatorThe term community school coordinator means an individual who—(A)is a full-time staff member serving 1 eligible school supported by a grant under subsection (b), (c), or (d) of section 4625 or a full-time staff member serving 1 or more such eligible 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 learning time and opportunities, family and community 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 required under section 4625 for each such eligible school; and(E)leads the needs and assets assessment and stakeholder-driven approach to problem-solving and continuous improvement at each such eligible school. (3)Community school initiative directorThe term community school initiative director 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 coordination of integrated student supports or stakeholder services, expanded and enriched learning time and opportunities, family and community engagement, and collaborative leadership and practices for such eligible schools; and(C)provides support and guidance to community school coordinators.(4)Community-wide leadership teamThe term community-wide leadership team means a team established by a local educational agency receiving 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 community school efforts within a local educational agency; (B)includes—(i)representatives from the local educational agency; (ii)educators, school leaders, students, and parents, family members, and caregivers of students, from each eligible school supported by such grant;(iii)community members;(iv)system-level partners that include representatives from government agencies, relevant 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 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; (iii)contribute to the development of an application for a community school; or(iv)provide input into the screening process and requirements for future community school coordinator and community school initiative director candidates. (5)Educator learning communitiesThe term educator learning communities means a group of primarily instructional staff in an eligible school who are given common planning time to participate 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 paragraph (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(C)in subparagraph (B)(ii), by inserting “Indian Tribes, Tribal organizations,” after “nonprofit organizations,”;(4)by inserting after paragraph (6), as redesignated by paragraph (1), the following:(7)Eligible schoolThe term eligible school means a public elementary school or secondary 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 schoolThe term full-service community school means a community school that is supported by a grant under subsection (b), (c), (d), or (e) of section 4625. (9)Pillars of community schoolsThe 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 partnerships 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 housing, 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, individualized academic support, enrichment activities, or learning opportunities, for students of a community school that—(i)may emphasize real-world learning and community problem-solving; and (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 recreational programs that enhance and are consistent with the school’s curriculum. (C)Active family and community engagement—(i)that—(I)brings parents and families of students of the community school and the community into the school as partners in students’ education, including 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 desired educational opportunities; and(ii)that provides centralized supports for families and communities in community 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 programs 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 steering committees, or other community coalitions, educator learning communities, and other staff to manage the multiple, complex joint work of school and community organizations.; and (6)by inserting after paragraph (10), as redesignated by paragraph (1), the following:(11)School-based leadership team(A)In generalThe term school-based leadership team means a team established 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.(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 secondary school, students.(12)Results frameworkThe term results framework means comprehensive, evidence-based annual goals and aligned quantifiable indicators demonstrating continuous improvement with respect to students, particularly disadvantaged students, 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 indicators, as described in section 1111(c)(4).(ii)Students are engaged and academically 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 neighborhoods 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 postsecondary 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 absent..(c)Full-Service community school programSection 4625 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7275) is amended to read as follows: 4625.Full-service community school support for whole-child success(a)Grants authorized(1)In GeneralFrom 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 entity under the grant; (ii)5-year implementation grants described 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 entities, 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 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 community schools under subsection (h).(2)Reservation of fundsThree 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)ApplicationAn eligible entity that desires 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 require. The Secretary shall require that each such application include all of the following:(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 implementation of a full-service community school program.(C)A description of the capacity of the eligible entity to coordinate and, in collaboration with its partner entities, facilitate the implementation of all pillars of community schools at 1 or more full-service community schools through an implementation grant under subsection (c), including by providing a description of student, educator, family, and community engagement to demonstrate the interest described in subparagraph (D)(i). (D)The identification of 1 or more eligible schools that—(i)show a strong interest, voluntarily, 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 data regarding poverty rates, discipline rates, academic achievement, student physical and mental health, or additional information connected to the pillars of community 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 additional targeted support pursuant to section 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 planning and implementation of any grants under this subsection or subsection (c) or (d), including by coordinating with—(i)students, families, educators, principals, and other school leaders of eligible schools identified under subparagraph (D);(ii)service providers, including potential service providers, and system-level partners, such as government agencies, relevant labor organizations, and nonprofit and other community-based partners; and(iii)community members. (F)An identification of the initial community-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 additional 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 subsection (c).(H)A data-sharing agreement between the local educational agency and partner entities and services that ensure the sharing of relevant real-time student data to conduct the needs and assets assessment described in paragraph (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 related to finances, personnel, and other decisionmaking processes for those schools will be made available for public review. (2)Planning grant activities(A)In generalAn eligible entity receiving a planning grant under this subsection shall—(i)(I)conduct a needs and assets assessment for each eligible school participating in the grant that identifies the academic, social and emotional, physical and mental health, and other needs of at least 50 percent of students, families, and school staff, and engages a significant number of community members for each school; and (II)analyze the results of the assessment; (ii)hire or designate a community school coordinator to lead the needs and assets assessment;(iii)establish or support a community-wide leadership team to support all of the designated schools;(iv)establish a school-based leadership 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 leadership teams and school-based leadership teams to identify, and collaborate with, service providers—(I)that have the capacity, and demonstrated effectiveness, to participate in a full-service community school and provide integrated student support services for a full-service community school in the relevant area; and(II)which may include public, private, and nonprofit agencies or organizations that provide higher education, educational enrichment, substance abuse prevention and education, mental and physical health services, housing assistance, transportation, job training, housing and economic development, and social welfare services; (vii)complete a planning report, as described in subparagraph (C), that details the implementation plan before moving forward with implementation; (viii)ensure that meetings of the leadership teams are open to the public, and that records related to finances, personnel, 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 entity or entities to aid in the activities necessary to apply for an implementation grant or implement the full-service community school plan described in clause (x); and(x)craft a full-service community school plan for each eligible school identified under paragraph (1)(D), including a description of—(I)how the community school coordinator assigned to each such school, community school initiative director, and community-wide leadership team, will be expected to fulfill their responsibilities;(II)how collaborative leadership and practices structures and strategies will be identified and used;(III)the integrated student supports or stakeholder services, expanded 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 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, institutions of higher education (including teacher preparation institutions), hospitals, museums, businesses, and other community entities that will help implement and sustain the community school plan and that will participate in a community-wide leadership structure;(VI)how services and activities described in subclause (III) to be provided will supplement, not supplant, existing programs and activities at the eligible school as of the date of application; and(VII)if applicable, a description of the additional Federal, State, local, and private funds that will be accessed to carry out activities described in subclause (III). (B)Revision of community-wide leadership structureAn eligible entity receiving a planning grant under this subsection may revise the eligible entity’s community-wide leadership team membership as needed to reflect—(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 reportNot 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 community schools to enable at least 1 eligible school to become a full-service community school. (ii)A comprehensive plan that includes 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 community schools initiative of the eligible entity. (II)The student, family, school, neighborhood, and community to be served by each eligible school identified for the implementation of a full-service community school program, including demographic information on race, ethnicity, socioeconomic status, and disability status for the school and the local community.(III)How a full-service community school program contributes to advancing the strategic full-service community 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 assessment results for each pillar of community schools.(iv)Annual measurable performance objectives and goals from a results framework 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 supported by engaged families.(v)A description of the integrated student support services, including existing and additional integrated student support services, to be coordinated by the community school coordinator and provided by the eligible entity and its partner entities through each proposed full-service community 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 improve 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 address the annual measurable performance objectives and outcomes described in clause (iv); (V)plans for student transportation to and from after-school and summer activities offered through the proposed full-service community schools; (VI)the services designed to address the needs for youth transitioning out of high school or disconnected youth aged 16 through 24; and(VII)services and supports to prepare students for college and improve college access, and services to help students transition to higher education.(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 community 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 development, for the personnel of each proposed full-service community school and partner service providers, on— (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 programs and services described in this subsection, including plans to leverage community partners and existing revenue streams at the proposed full-service community schools upon the end of any implementation grant under subsection (c). (D)Timing and eligibilityAn eligible entity receiving a planning grant under this subsection is eligible to apply for an implementation 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 subparagraph (C).(c)Implementation grants(1)ApplicationAn 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 developed 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 such time and in such manner as required by the Secretary, that—(i)demonstrates that the eligible entity has completed the planning activities described in subsection (b)(2); and (ii)includes the information required under the application under subsection (b)(2)(A) and a planning report as described in subsection (b)(2)(C);(C)provide a data-sharing agreement between the local educational agency and partner entities and services that ensures the sharing of relevant real-time student data to determine the provision of services and assess program progress and quality; (D)provide an assurance that any grant funds awarded will benefit members of the community served without discrimination based on race, color, religion, gender (including sexual orientation and gender identity), age, or disability; and (E)provide an assurance that any full-service community school will hold leadership team meetings that are open to the public, and that records related to finances, personnel, and other decisionmaking processes for those schools will be made available for public review. (2)Use of fundsAn eligible entity receiving an implementation grant under this subsection shall use grant funds to carry out all of the following:(A)In collaboration with the partner entities and service providers identified under subsection (b)(1)(B), establish not less than 1 full-service community school in the area served by the eligible entity, by facilitating the provision of the pillars of community schools in each eligible school served under the grant.(B)Fund a community school coordinator who is responsible for coordinating the provision of the pillars of community schools at, and working with the collaborative leadership structure of, each eligible school to be served under the grant.(C)Establish, support, or maintain—(i)a school-based leadership team, community-wide leadership team, or educator learning communities to establish a strong collaborative leadership structure for each eligible school to be served; and (ii)a community-wide leadership team to establish a strong collaborative leadership structure to support all eligible schools being served.(D)Ensure that meetings of the leadership teams are open to the public, and that records related to finances, personnel, and other decisionmaking processes are made available for public review.(E)Implement integrated student supports at the eligible school to be served, including not less than two of the following:(i)Health and social services, which may be based in the eligible school or provided in the community, including primary health, dental care, vision care, and mental health including trauma-informed care.(ii)Nutrition services, including providing additional meals or assistance in accessing Federal, State, and local food assistance programs. (iii)Programs that provide assistance to students of the eligible school who have been or are at risk of being chronically absent, suspended, or expelled, and students who are failing, or at risk of failing, to meet the challenging State academic standards under section 1111(b), including—(I)mentoring and other youth development programs;(II)programs that support positive and equitable school climates, including restorative justice practices and culturally competent pedagogy and practices, or juvenile crime prevention and rehabilitation programs; (III)specialized instructional support services;(IV)homeless prevention services;(V)developmentally appropriate physical education;(VI)legal services, including immigration-related legal services;(VII)dropout prevention programs and reengagement programs; (VIII)supports for students in foster care and children experiencing homelessness; (IX)transportation services necessary for students to access integrated student support services, expanded and enriched learning time and opportunities, family and community engagement activities, or other services and activities identified to support the development of students; and(X)technical assistance for students with limited access to digital devices or high-speed internet services. (F)Implement expanded and enriched learning time, which may include—(i)additional academic instruction and high-quality academic tutoring; (ii)before- and after-school and summer learning programs;(iii)mentorship programs;(iv)workforce development activities, including career and technical education, internships, pre-apprenticeship programs, and service-learning opportunities;(v)student support services for children with disabilities; (vi)additional college access support, including earning college credit while in high school, college visits, summer bridge programs, college counseling, or other services geared towards college success; and(vii)advanced skill development in areas of interest including music, arts, sports, technology, or other areas.(G)Implement active family and community engagement strategies, which may include—(i)culturally and linguistically relevant communication between such school and families; (ii)on-site early childhood care and education programs;(iii)home visitation services by educators and other professionals who are employed by the eligible entity or a service provider;(iv)adult education, including instruction in English as a second language programs, financial literacy education, programs that lead to the recognized equivalent of a high school diploma, or credit recovery programs;(v)workforce development activities, including job search and preparation services and career advancement activities; (vi)legal services, such as help with green card or citizenship preparation;(vii)programs that aid family and community well-being, including accessing homeless prevention services;(viii)programs that promote parental and family involvement and family literacy and provide volunteer opportunities;(ix)assistance and supports for children and young people involved in the child welfare system; (x)higher education preparation courses, including credit accumulation and other higher education or continuing education preparation courses, and college counseling to prepare students and families for higher education; and(xi)child abuse and neglect prevention activities, including services to strengthen families. (H)Implement collaborative leadership and practice strategies, which may include—(i)building the capacity of educators, principals, other school leaders, and other staff to lead collaborative school improvement structures, such as professional learning communities;(ii)regularly convening or engaging all initiative-level partners, such as local educational agency representatives, city or county officials, children’s cabinets, nonprofit service providers, public housing agencies, and advocates;(iii)regularly assessing program quality and progress through individual student data, participant feedback, and aggregate outcomes to develop strategies for improvement; and(iv)organizing school personnel and community partners into working teams focused on specific issues identified in the needs and assets assessment. (I)Support and enable the district liaison described in subsection (b)(1)(E) to lead the community-wide leadership team and carry out the activities described in the eligible entity’s application and planning report submitted under paragraph (1).(3)Prohibition on discriminationAn eligible entity receiving a grant under this subsection shall ensure that activities carried out with grant funds serve members of the community without discrimination based on race, color, religion, sex (including sexual orientation and gender identity), age, or disability. (4)ReportAt the end of the grant period, an eligible entity receiving a grant under this subsection shall prepare and complete a report designed by the Secretary that—(A)for each eligible school operating a full-service community school program—(i)details the impact of the full-service community school program on academic achievement and opportunities, as aligned with the results framework of the eligible entity, including achievement based on the challenging State academic standards established under section 1111(b); (ii)includes school climate information, which may come from student, parent, or educator surveys, that shall be cross-tabulated and disaggregated by subgroup of students (as defined under section 1111(c)(2)), including— (I)school discipline data such as suspension and expulsion rates;(II)measures of student engagement, safety, attendance, staff turnover, and family involvement; and (III)measures of students' social emotional skills, habits, and mindsets; (iii)describes—(I)the integrated student supports, expanded and enriched learning time and opportunities, and family and community engagement activities offered by the full-service community school program at the eligible school; and (II)the collaborative leadership and practice structures in place at the eligible school; (iv)includes information on the number, qualifications, and retention of school staff at the eligible school, including the number and percentage of fully certified teachers, disaggregated by race and ethnicity, and rates of teacher turnover; and(v)details academic and whole-child outcomes in the eligible school, as aligned with the results framework of the eligible entity, which may include information on school readiness, mental and physical health, academic achievement, high school graduation rates, college acceptance and matriculation, reduced racial and economic achievement gaps, school climate, and school attendance; and (B)identifies any cost savings from greater coordination between community schools and partner organizations in providing services through the full-service community school program, including any integration of grant funds with funding from community partners and existing funding streams, and changes in school spending as a result of the full-service community school program. (d)Expansion grants(1)Eligible expansion grant recipients(A)In generalIn order to receive an expansion grant under this subsection, an eligible entity shall, as of the date of application under this subsection, operate 1 or more—(i)full-service community schools supported under subsection (c) or (e); or(ii)community schools supported under another source of funding. (B)Special ruleFor purposes of subparagraph (A)(ii), the Secretary may deem a school to be a community school if the school provides integrated student supports in a manner that is, as determined by the Secretary, sufficiently similar to a full-service community school supported under subsection (c). (2)ApplicationsAn eligible entity that desires an expansion grant under this subsection shall submit an application to the Secretary for each eligible school proposed to be served. The application shall include the following:(A)A needs and assets assessment for the eligible school.(B)Information about the school that includes— (i)student demographic, academic achievement, and school climate data—(I)disaggregated by major demographic groups, including—(aa)student subgroups (as defined under section 1111(c)(2)), students experiencing homelessness, and children or youth in foster care; and (bb)eligibility for a free or reduced price lunch under the Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.); and(II)including the number of students who are children with disabilities; (ii)a description of the need for, and access to, integrated student supports;(iii)a description of the need for, and access to, expanded and enriched learning time and opportunities;(iv)school funding information, including Federal, State, local, and private education funding, and per-pupil spending, based on actual salaries of personnel assigned to the eligible school;(v)information on the number, qualifications, and stability of school staff, including the number and percentage of fully certified teachers, disaggregated by race and ethnicity, and rates of teacher turnover; (vi)active family and community engagement information, including—(I)family and community needs based on surveys, information from public meetings, or information gathered by other means;(II)efforts to provide culturally and linguistically relevant communication between schools and families; and(III)need for and access to family and community engagement activities;(vii)collaborative leadership and practices, including a description of the eligible school's community-wide leadership team, school-based leadership teams, educator learning communities, and common planning time for educators;(viii)opportunities for partnerships with nonprofit organizations, faith and community-based institutions, institutions of higher education (including teacher preparation programs), hospitals, museums, businesses, public housing agencies, and other community entities that can partner with the eligible school and that can establish or strengthen a community-wide leadership structure; and (ix)community climate indicators, including housing instability, unemployment, poverty, availability of jobs that offer a living wage, health indicators, youth employment, access to parks, environmental hazards, crime, and gang activity.(C)A community school plan, which shall include a description of—(i)how the community school coordinator and, as applicable, community school initiative director, and community-wide leadership team will be expected to fulfill their responsibilities;(ii)the collaborative leadership and practices structures and strategies to be used;(iii)the integrated student supports or stakeholder services, expanded and enriched learning time and opportunities, and active family and community engagement activities that will be tailored to the needs and assets assessment and provided in accordance with paragraph (4)(D);(iv)how the eligible school will provide culturally and linguistically relevant communication between schools and families;(v)how the eligible school will establish and maintain partnerships with nonprofit organizations, faith and community-based institutions, institutions of higher education, including teacher preparation programs, hospitals, museums, businesses, public housing agencies, and other community entities that will help implement and sustain the community school plan and that will participate in a community-wide leadership structure; (vi)how activities chosen will reinforce, and not duplicate, existing programs and activities at the eligible school as of the date of application; and(vii)if applicable, a description of the additional Federal, State, local, and private funds that will be accessed to carry out activities under the grant. (D)A data-sharing agreement between the local educational agency and partner entities and services that ensure the sharing of relevant real-time student data to determine the provision of services and assess program progress and quality. (E)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. (F)An assurance that any community school opened with the use of grant funds will hold leadership team meetings that are open to the public, and that records related to finances, personnel, and other decisionmaking processes for those schools are made available for public review. (3)Uses of fundsAn eligible entity receiving an expansion grant under this subsection shall use grant funds to scale up or expand a community school described in paragraph (1) that the eligible entity is operating as of the date of application, including by—(A)funding a community school coordinator to work at the proposed eligible school or for the eligible entity;(B)funding an initiative-level community school coordinator to support all existing community schools described in paragraph (1), and new community schools, supported by the eligible entity;(C)creating or strengthening a community-wide leadership team that, with respect to all full-service community schools supported by the eligible entity, provides—(i)a results-based vision for the full-service community schools;(ii)data and evaluation;(iii)finance and resource development;(iv) alignment and integration of the goals of the full-service community schools with the pillars of community schools, and implementation of those goals;(v)supportive policy and practices;(vi) professional development for staff and technical assistance; (vii)broad community engagement;(viii)meetings that are open to the public, and records related to finances, personnel, and other decisionmaking processes that are made available for public review; and(ix)supporting overlapping needs of existing community schools described in paragraph (1);(D)identifying an intermediary entity (which can be the local educational agency or another local government agency or a combination of these agencies in partnership with a nonprofit organization) to provide planning, coordination, and management of the community school initiative supported under the grant, in consultation with the community-wide leadership team and community school sites;(E)creating an internal process to replicate the existing community schools described in paragraph (1) in other eligible schools;(F)conducting a needs and assets assessment and crafting a community school plan for each eligible school to be served by the grant, led by the community school coordinator;(G)providing resources for additional full-service community schools, which shall serve members of the community without discrimination based on race, color, religion, sex (including sexual orientation and gender identity), age, or disability; (H)carrying out any activity described in subsection (b)(2) in order to establish new full-service community schools; (I)carrying out any activity described in subparagraphs (D), (E), (F), (G), or (H) of subsection (c)(2) at an existing community school described in paragraph (1); or(J)funding an evaluation of activities supported by the grant under this section by— (i)regularly tracking community school data;(ii)supporting community schools in collecting data for analysis and evaluation; or(iii)carrying out an evaluation of the effects of each existing community school described in paragraph (1) that is supported under this Act and an evaluation of the cumulative effects of all community schools. (4)ReportAt the end of the grant period, an eligible entity that received a grant under this subsection shall prepare and complete a report, designed by the Secretary, that—(A)details the impact of the full-service community school program on academic achievement and opportunities; (B)demonstrates district-wide collaboration for the full-service community schools;(C)includes school climate information for all community schools served by the same local educational agency as the full-service community school that is supported under the grant; (D)describes—(i)the integrated student supports, expanded and enriched learning time and opportunities, and family and community engagement activities offered through the grant; and(ii)the collaborative leadership and practice structures in place at both the school and community levels; and (E)identifies any cost savings from greater coordination between community schools and partner organizations in providing services through the full-service community school program supported under this subsection, including any—(i) integration of grant funds with funding from community partners and existing funding streams as of the day before the receipt of the grant under this subsection; and (ii)changes in school spending as a result of the full-service community school program supported under this subsection.(e)Renewal(1)In generalNotwithstanding any other provisions of this section, the Secretary may renew a grant provided to an eligible entity under subsection (c) or (d) for an additional period of not to exceed 5 years, if the eligible entity—(A)has satisfactorily completed an implementation or expansion grant under subsection (c) or (d), respectively; (B)applies for a renewal under this subsection; and(C)details academic and whole-child outcomes for all students and each subgroup of students, as defined in section 1111(c)(2), in the eligible schools assisted under the grant that aligns with the results framework of the eligible entity, which may include information on school readiness, mental and physical health, academic achievement, high school graduation rates, postsecondary education acceptance and matriculation, reduced racial and economic achievement gaps, school climate, and school attendance. (2)Use of fundsAn eligible entity whose grant is renewed under this subsection shall—(A)use the grant funds provided for activities described in subsection (c)(2), in the case of a renewed implementation grant, or subsection (d)(3), in the case of a renewed expansion grant; and(B)be subject to all requirements, including reporting requirements, under subsection (c) or (d), as applicable. (f)State grants(1)In GeneralA State receiving a grant under subsection (a)(1)(B) shall use the grant for the planning, implementation, and expansion of community schools in the State, in accordance with paragraph (3). (2)ApplicationsA State educational agency desiring a grant under this subsection shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require, including the following: (A)Information about State spending on education priorities, policies, and programs that is consistent with the pillars of community schools.(B)A plan for creating a State liaison position who will—(i)oversee the implementation of funds under this grant; and (ii)support and coordinate community school efforts in the State educational agency.(C)A description of the community schools in the State, as of the date of application. (D)A description of the State's initial goals for the grant.(E)An assurance that the State will use—(i)not more than 5 percent of the grant funds awarded under this subsection for the administration costs of the grant; and(ii)not less than 95 percent of such funds to directly benefit local educational agencies or public elementary schools or secondary schools, through supporting professional development, providing direct support or technical assistance, or awarding subgrants to local educational agencies under paragraph (4)(B). (F)An assurance that any grant funds awarded will benefit members of the community served without discrimination based on race, color, religion, gender (including sexual orientation and gender identity), age, or disability. (G)An assurance that any community school supported by grant funds will hold leadership team meetings that are open to the public, and that records related to finances, personnel, and other decisionmaking processes for those schools are made available for public review. (3)Required activitiesA State educational agency receiving a grant under this subsection shall—(A)provide subgrants to local educational agencies in accordance with subsection (c) or (d) to start new community schools or sustain existing community schools as of the date of receiving funds for the subgrant;(B)establish goals for increasing State spending on student supports consistent with the pillars of community schools, using a results framework established by the State;(C)establish a State-level steering committee (which may be a previously existing team) that represents relevant community schools stakeholders, including educators, community school initiative leaders, education union or association designees, and community school coordinators from schools already implementing community schools in the State, which shall—(i)have the authority to make decisions about the design, implementation, and evaluation of State efforts under this section;(ii)include at least 10 members and be co-chaired by a community school stakeholder;(iii)if applicable, be responsible for the design of all aspects of a State technical assistance center described in paragraph (4)(B); and(iv)ensure that all steering committee meetings are open to the public;(D)develop or provide resources to help local educational agencies in the State identify, assess needs for, and implement community schools throughout the State;(E)establish goals on the implementation and expansion of community schools throughout the State;(F)provide resources to foster statewide engagement on the academic, social, emotional, and health benefits of implementing community schools; (G)develop a plan to include community schools in the State plans under section 1111 and for long-term State support of community schools;(H)work with State legislatures to support community schools in State planning and budgeting; and(I)work with local educational agencies and technical assistance providers to provide evidence-based technical assistance specifically for the implementation of community schools to local educational agencies or schools. (4)Optional activitiesA State educational agency may use funds provided under a grant under this subsection to—(A)work with institutions of higher education to provide technical assistance and support for developing and sustaining community school initiatives across the State, which may include research partnerships and programs related to career and technical education; (B)provide subgrants to institutions of higher education or nonprofit organizations to operate a State technical assistance center;(C)provide professional development and coaching for community school staff; (D)provide strategic planning support for local educational agencies and schools;(E)develop infrastructure to support partnerships, at the local educational agency level, to provide resources for schools; (F)work with schools and local educational agencies to develop and implement restorative practice principles and provide resources and professional development to promote culturally competent pedagogy and practices;(G)work with local educational agencies, and partner organizations who are interested in working with local educational agencies to adopt or expand community schools in the State, on the planning and sustainability of the State community school program;(H)work with local educational agencies on how to coordinate with counties, cities, and other units of local government to coordinate supports to provide resources for community schools, including resources for career and technical education; or(I)provide guidance to public health and other healthcare organizations interested in supporting school-based efforts and help connect such organizations with local educational agencies working on community school efforts.(5)Continuation grantsNotwithstanding any other provision of this subsection, the Secretary may award a State that has received a grant under paragraph (1) with not more than 1 additional 1- to 5-year continuation grant if the State applies for such a grant, to be used to carry out activities described in paragraphs (3) and (4). (6)EvaluationAt the end of the grant period for a grant under this subsection (including any continuation grant awarded under paragraph (5)), each eligible State shall undergo an evaluation designed by the Secretary. The evaluation shall include, at a minimum, an evaluation of community schools in the State, as compared to those schools before they became community schools or as compared to similar schools in the State, including the following data disaggregated by subgroups of students, as defined in section 1111(c)(2): (A)An analysis of the progress on meeting the goals described in paragraph (3)(B).(B)Student chronic absenteeism rates.(C)Student discipline rates, including suspensions and expulsions.(D)School climate information, which may come from student, parent, or teacher surveys.(E)The provision of integrated student supports and stakeholder services.(F)Expanded and enriched learning time and opportunities.(G)Family and community engagement efforts and impact.(H)Information on the number, qualifications, and retention of school staff, including the number and percentage of fully certified teachers, disaggregated by race and ethnicity, and rates of teacher turnover.(I)Graduation rates.(J)Changes in school spending information.(g)Report to Congress(1)In GeneralNot later than 5 years after the date of enactment of the Full-Service Community School Expansion Act of 2021, the Secretary shall prepare and submit to Congress a report on the impact of the community school program supported under this section.(2)Public availabilityThe report required under paragraph (1) shall be made publicly available via the Department’s website and shall include data presented in such a manner as to be easily searchable.(3)ContentsThe report shall include—(A)data gathered under the program under this section, in the aggregate and disaggregated by each subgroup of students as defined in section 1111(c)(2); (B)the impact of the grant program on student outcomes, which shall include academic performance and high-school graduation rates for each eligible school; and(C)if applicable, recommendations on how to better equip the grant program to meet the needs of students, particularly as needed to assist local educational agencies with the highest poverty levels. (h)Technical assistance(1)Assistance and supportFrom amounts made available under subsection (a)(1)(C), the Secretary shall make technical assistance and support available to grant recipients under this section. Such support shall consist of—(A)national and regional meetings for the personnel of community schools;(B)community school site visits based on need and scope of the grants provided under this section; and(C)implementing strategies in the following key areas:(i)Leveraging and coordinating the resources of other Federal, State, and local systems, including systems that address healthcare or early childhood education and other Federal programs, such as the Promise Neighborhoods program under section 4624 and the 21st Century Community Learning Centers program under part B of this title, and assisting the efforts of local educational agencies to secure such funding.(ii)Addressing data-sharing challenges due to the requirements under section 444 of the General Education Provisions Act (20 U.S.C. 1232g) (commonly referred to as the Family Educational Rights and Privacy Act of 1974) and the Health Insurance Portability and Accountability Act of 1996 (Public Law 104–191) by assisting with the implementation of waiver or nondisclosure agreement strategies that allow community partners to access data.(iii)Distributing materials that describe the elements and advantages of community schools, including references to governmental and nonprofit reports.(iv)Assisting any local educational agency in forming a task force to study the creation and administration of community schools and connecting the local educational agency with other statewide institutions who might partner with the agency, including institutions of higher education or public health organizations.(v)Establishing a national steering committee—(I)composed of entities that received grants under this section for full-service community schools, education labor organization representatives, nonprofit community school partners, research institutions with community school expertise, and other relevant stakeholders;(II)to determine standards for technical assistance for State educational agencies, local educational agencies, and school sites; and(III)to support the development of tools for implementing full-service community schools for grantees under this section. (vi)Informing State and local educational agencies of the availability of grants under this section, and providing technical assistance to entities in applying for such grants.(vii)Informing State and local educational agencies of other sources of funding for community schools, including funding under part A of title I, school improvement grants under section 1003, 21st century community learning center grants under part B of this title, and any other Federal grants or sources of funding. (viii)Facilitating effective coordination among State agencies in the deployment of resources and services such as health, nutrition, and other supports.(2)Technical assistance center(A)In generalFrom amounts made available to carry out this subsection, the Secretary shall establish a technical assistance center to provide technical assistance to community schools, eligible entities, and States under this section. (B)RequirementsThe technical assistance center shall be overseen and designed by the national steering committee described in paragraph (1)(C)(v) and may include representatives from the State steering committees described in subsection (f)(3)(C).. (d)Conforming amendmentsSection 4623 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7273) is amended—(1)in subsection (a)—(A)by redesignating paragraph (2) as paragraph (3); and(B)by striking paragraph (1) and inserting the following: (1)Promise neighborhoodsThe Secretary shall use not less than 95 percent of the amounts made available under section 4601(b)(2)(B) to award grants, on a competitive basis and subject to subsection (e), to eligible entities for the implementation of a comprehensive, effective continuum of coordinated services that meets the purpose described in section 4621(1) by carrying out activities in neighborhoods with—(A)high concentrations of low-income individuals;(B)multiple signs of distress, which may include high rates of poverty, childhood obesity, academic failure, and juvenile delinquency, adjudication, or incarceration; and(C)schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).(2)Full-service community schools authorizedThe Secretary shall use the amounts made available under section 4601(c) to carry out the full-service community school program under section 4625(a).;(2)in subsection (b)—(A)in the subsection heading, by inserting of promise neighborhoods grants after Duration; and(B)by striking under this subpart and inserting under subsection (a)(1);(3)in subsection (c)—(A)in the subsection heading, by inserting for promise neighborhoods grants after Funding;(B)by striking under this subpart and inserting under subsection (a)(1); and(C)by striking meeting— and all that follows through the period at the end and inserting the following: meeting the performance metrics described in section 4624(h).;(4)in subsection (d)—(A)by striking paragraph (2);(B)by redesignating paragraph (3) as paragraph (2); and(C)in paragraph (2), as redesignated by subparagraph (B), by striking under this subparteach place the term appears and inserting under subsection (a)(1);(5)in subsection (e), by inserting and amounts provided under section 4601(c) after subsection (a); and(6)in subsection (f)—(A)in the subsection heading, by inserting promise neighborhood before grants; (B)by striking and not fewer than 10 grants for activities described in section 4625; and(C)by striking the requirements of subsection (a)(2) and inserting the requirements of subsection (a)(3).


113 HRES 499 EH: Condemning the violation of Ukrainian sovereignty, independence, and territorial integrity by military forces of the Russian Federation.
U.S. House of Representatives
2014-03-11
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

IV
113th CONGRESS
2d Session
H. RES. 499
In the House of Representatives, U. S.,

March 11, 2014

RESOLUTION
Condemning the violation of Ukrainian sovereignty, independence, and territorial integrity by military forces of the Russian Federation.

Whereas the United States has been strongly committed to the sovereignty, democratic development, and prosperity of Ukraine since it secured its independence from the Soviet Union in 1991;
Whereas on January 29, 2014, the Committee on Foreign Affairs of the House of Representatives agreed to House Resolution 447, supporting the democratic and European aspirations of the people of Ukraine and their right to choose their own future free of intimidation and fear, which resolution was agreed to by the House of Representatives on February 10, 2014;
Whereas the Ukrainian people have the right to freely determine their future, including their country’s relationship with other countries and international organizations, without interference, intimidation, or coercion by other countries;
Whereas closer relations with Europe hold out the prospect of a more stable and prosperous Ukraine, which would be of benefit to all countries, including Russia;
Whereas the military intervention by the Russian Federation in Crimea is a violation of Ukraine’s sovereignty, independence, and territorial integrity;
Whereas this military intervention is a violation of international law, including the Russian Federation’s obligations under the United Nations Charter;
Whereas this military intervention is a violation of the Russian Federation’s obligations under the 1994 Budapest Memorandum on Security Assurances, in which it pledged to respect the independence and sovereignty and the existing borders of Ukraine and to refrain from the threat or use of force against the territorial integrity or political independence of Ukraine;
Whereas by its military intervention in Ukraine, the Russian Federation has violated the provisions of the Helsinki Final Act Declaration of Principles Regarding Relations Between Participating States of the Organization for Security and Cooperation in Europe;
Whereas the Russian Federation’s military intervention in Crimea represents a reckless escalation of its long-standing efforts to pressure Ukraine through political, diplomatic, and economic means to reduce its ties to Europe and the West and force it into a closer association with Russia, including through the establishment of a Eurasian Union;
Whereas the Russian Federation has used and is continuing to use coercive economic measures, including the manipulation of energy prices and supplies, and trade restrictions to place political pressure on Ukraine and other countries in the region;
Whereas the Government of Ukraine has exercised extraordinary restraint to date in response to the use of force against it on its territory;
Whereas the instability in Ukraine has forced 230 Peace Corps volunteers to leave Ukraine; and
Whereas the immediate deployment of international monitors from either the Organization for Security and Cooperation in Europe or the United Nations to Crimea and in other Ukrainian regions would provide transparency and objective reporting regarding threats of violence and military activity, and regarding civil and political rights, and also enhance the security of the Ukrainian people in all regions: Now, therefore, be it

That the House of Representatives—
(1)condemns the violation of Ukrainian sovereignty, independence, and territorial integrity by military forces of the Russian Federation;
(2)states that the military intervention by the Russian Federation—
(A)is in breach of its obligations under the United Nations Charter;
(B)is in violation of the 1994 Budapest Memorandum on Security Assurances, in which it pledged to respect the independence and sovereignty and the existing borders of Ukraine and to refrain from the threat of use of force against the territorial integrity or political independence of Ukraine; and
(C)poses a threat to international peace and security;
(3)calls on the Russian Federation to remove all of its military forces from Ukraine’s Crimean peninsula, other than those operating in strict accordance with its 1997 agreement on the Status and Conditions of the Black Sea Fleet Stationing on the Territory of Ukraine, and to refrain from interference in all regions of Ukraine, including by ending its support of separatist and paramilitary forces in Crimea;
(4)declares that the Ukrainian people have the right to determine their own future free from outside interference;
(5)commends the Ukrainian Government for its continued restraint and avoidance of military provocations;
(6)calls on the Ukrainian Government to continue to protect the rights of all minority populations within Ukraine and make clear that it represents all Ukrainian citizens;
(7)calls on all Ukrainians to respect the legitimate government authorities in all parts of Ukraine, including in eastern and southern Ukraine, as well as to respect all Ukrainian laws and the Constitution of Ukraine;
(8)calls for the deployment of independent monitors from the Organization for Security and Cooperation in Europe in Crimea and other areas of Ukraine;
(9)calls on NATO allies and European Union member states to immediately suspend military cooperation with Russia, including restricting sales to the Russian government of lethal and non-lethal military equipment that might be used to support further aggression in Ukraine or elsewhere in the region;
(10)calls upon the President and the leaders of other democratic states to boycott the G–8 summit in Sochi, Russia, to convene a G–7 summit in June 2014 outside of Russia that does not include Russia, and to consider expelling Russia from the group, given its record of international aggression, domestic repression, and human rights records that are inconsistent with democratic standards;
(11)calls on the Administration to work with our European allies and other countries to impose visa, financial, trade, and other sanctions on senior Russian Federation officials, Russian and Ukranian oligarchs and others complicit in Russia’s intervention and interference in Ukraine, majority state-owned banks and commercial organizations, and other state agencies, as appropriate;
(12)states that the United States should participate with its European allies, other countries, and international organizations in a coordinated effort to provide the Ukrainian government with financial, economic, and technical assistance, including asset recovery, to assist a domestic economic recovery program that includes fundamental reforms and effective anti-corruption measures;
(13)calls on the United States, its European allies, and other countries and international organizations to provide assistance to ensure that new elections scheduled for May 2014 are free, fair, and in full accordance with international standards;
(14)calls on the United States and its European allies, other countries, and international organizations to develop a long-term strategy to support economic development and reform in Ukraine, including through enhanced relationships with Western countries, organizations and institutions;
(15)calls on Ukraine and European countries and former Soviet Republics to support energy diversification initiatives to reduce Russian control of energy exports, including by promoting energy efficiency and reverse natural gas flows from Western Europe, and calls on the United States to promote increased natural gas exports and energy efficiency;
(16)supports efforts by Ukraine to achieve energy independence;
(17)supports efforts by Ukraine to improve transparency, combat corruption, and protect individual rights through an independent judiciary and strong rule of law; and
(18)affirms the right of all countries in the region to exercise their sovereign rights within their internationally recognized borders free from outside intervention and to conduct their foreign policy in accordance with their determination of the best interests of their peoples.

Karen L. Haas,Clerk.


117 SRES 196 ATS: Designating May 5, 2021, as the “National Day of Awareness for Missing and Murdered Native Women and Girls”.
U.S. Senate

text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

III117th CONGRESS1st SessionS. RES. 196IN THE SENATE OF THE UNITED STATESApril 29, 2021Mr. Daines (for himself, Mr. Tester, Mr. Cramer, Mr. Wyden, Mr. Lankford, Mr. Luján, Mr. Schatz, Ms. Murkowski, and Mr. Crapo) submitted the following resolution; which was considered and agreed toRESOLUTIONDesignating May 5, 2021, as the National Day of Awareness for Missing and Murdered Native Women and Girls.Whereas, according to a study commissioned by the Department of Justice, in some Tribal communities, American Indian women face murder rates that are more than 10 times the national average murder rate;Whereas, according to the most recently available data from the Centers for Disease Control and Prevention, in 2017, homicide was the sixth leading cause of death for American Indian and Alaska Native females between 1 and 44 years of age;Whereas little data exist on the number of missing American Indian, Alaska Native, and Native Hawaiian women in the United States;Whereas, on July 5, 2013, Hanna Harris, a member of the Northern Cheyenne Tribe, was reported missing by her family in Lame Deer, Montana;Whereas the body of Hanna Harris was found 5 days after she went missing;Whereas Hanna Harris was determined to have been raped and murdered, and the individuals accused of committing those crimes were convicted;Whereas the case of Hanna Harris is an example of many similar cases; andWhereas Hanna Harris was born on May 5, 1992: Now, therefore, be itThat the Senate—(1)designates May 5, 2021, as the National Day of Awareness for Missing and Murdered Native Women and Girls; and(2)calls on the people of the United States and interested groups—(A)to commemorate the lives of missing and murdered American Indian, Alaska Native, and Native Hawaiian women whose cases are documented and undocumented in public records and the media; and(B)to demonstrate solidarity with the families of victims in light of those tragedies.


116 S2491 IS: Protect America's Wildlife and Fish in Need of Conservation Act of 2019
U.S. Senate
2019-09-17
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

		II
		116th CONGRESS1st Session
		S. 2491
		IN THE SENATE OF THE UNITED STATES

			September 17, 2019
			Mr. Udall (for himself, Mr. Blumenthal, Mr. Booker, Mrs. Feinstein, Ms. Cantwell, Mr. Merkley, Ms. Hirono, Ms. Harris, Mr. Sanders, Mr. Menendez, and Ms. Warren) introduced the following bill; which was read twice and referred to the Committee on Environment and Public Works

		A BILL
		To terminate certain rules issued by the Secretary of the Interior and the Secretary of Commerce
			 relating to endangered and threatened species, and for other purposes.

 1.Short titleThis Act may be cited as the Protect America's Wildlife and Fish in Need of Conservation Act of 2019. 2. FindingsCongress finds that—
 (1)global wildlife populations have fallen by 60 percent over 4 decades due to habitat loss, pollution, deforestation, climate change, and other anthropogenic factors;
 (2)current rates of species extinction are up to 1,000 times greater than the natural rate of extinction; and
 (3)the Endangered Species Act of 1973 (16 U.S.C. 1531 et seq.) is one of the most popular and successful environmental laws of the United States.
			3.Termination of regulations relating to endangered and threatened species and restoration of prior
			 regulations
 (a)In generalThe amendments to parts 17, 402, and 424 of title 50, Code of Federal Regulations, made by the following final rules are void:
 (1)The final rule promulgated by the Secretary of the Interior entitled Endangered and Threatened Wildlife and Plants; Regulations for Prohibitions to Threatened Wildlife and Plants (84 Fed. Reg. 44753 (August 27, 2019)).
 (2)The final rule promulgated by the Secretary of the Interior and the Secretary of Commerce entitled Endangered and Threatened Wildlife and Plants; Regulations for Interagency Cooperation (84 Fed. Reg. 44976 (August 27, 2019)). (3)The final rule promulgated by the Secretary of the Interior and the Secretary of Commerce entitled Endangered and Threatened Wildlife and Plants; Regulations for Listing Species and Designating Critical Habitat (84 Fed. Reg. 45020 (August 27, 2019)).
 (b)EffectivenessParts 17, 402, and 424 of title 50, Code of Federal Regulations, shall be in effect as if the amendments voided under subsection (a) had not been made.
 (c)Promulgation of new rulesAny rule proposed by the Secretary of the Interior or the Secretary of Commerce after the date of enactment of this Act to amend part 17, 402, or 424 of title 50, Code of Federal Regulations (other than any rule that is necessary to carry out subsections (a) and (b))—
 (1)shall analyze and incorporate the impacts of climate change, including long-term impacts, on— (A)species listed as threatened species or endangered species under the Endangered Species Act of 1973 (16 U.S.C. 1531 et seq.) and species that are candidates to be so listed; and
 (B)the habitats of species described in subparagraph (A); (2)may analyze and incorporate alternatives for providing automatic protections under section 9(a) of the Endangered Species Act of 1973 (16 U.S.C. 1538(a)) in the case of species listed as threatened species under that Act (16 U.S.C. 1531 et seq.); and
 (3)may not— (A)analyze or incorporate any positive or negative economic impacts associated with the decision of whether to list a species as a threatened species or an endangered species under the Endangered Species Act of 1973 (16 U.S.C. 1531 et seq.);
 (B)limit the authority of the Secretary of the Interior or the Secretary of Commerce to consider the impacts of climate change, including the long-term impacts; or
 (C)interfere in any manner with the best available science. 4.Sense of CongressIt is the sense of Congress that—
 (1)Congress recognizes the potential benefit of clarifying inconsistencies in— (A)the past practices of the United States Fish and Wildlife Service and the National Marine Fisheries Service under the Endangered Species Act of 1973 (16 U.S.C. 1531 et seq.); and
 (B)interpretations by those agencies of regulations under that Act, especially under section 7 of that Act (16 U.S.C. 1536); and
 (2)Congress acknowledges the importance of providing incentives for landowners to conserve species, especially by rewarding the landowners for—
 (A)helping to prevent the need to add species to the list of threatened species or endangered species under that Act (16 U.S.C. 1531 et seq.); and
 (B)successfully conserving species listed as endangered species under that Act to the point that the species can be downlisted to the list of threatened species under that Act.


		III
		111th CONGRESS
		2d Session
		S. RES. 703
		IN THE SENATE OF THE UNITED STATES

			December 18, 2010
			Mr. Harkin (for himself,
			 Mr. Grassley, Mr. Brown of Ohio, Mr.
			 Voinovich, and Mr. Bunning)
			 submitted the following resolution; which was considered and agreed
			 to

		RESOLUTION
		 Recognizing and honoring Bob Feller and
		  expressing the condolences of the Senate to his family on his death.

		Whereas Robert William Andrew (Bob) Feller
			 was born on November 3, 1918, near Van Meter, Iowa;
		Whereas Bob Feller learned to play baseball on his
			 parents’ farm in Dallas County, Iowa, and commented that What kid
			 wouldn’t enjoy the life I led in Iowa? Baseball and farming, and I had the best
			 of both worlds;
		Whereas Feller attended Van Meter High School where he
			 pitched for the baseball team;
		Whereas Feller, at the age of 17, joined the Cleveland
			 Indians, where he played for 18 years, his entire career;
		Whereas Feller led the American League in wins 6
			 times;
		Whereas Feller led the American League in strikeouts 7
			 times;
		Whereas Feller pitched 3 no-hitters, including the only
			 Opening Day no-hitter, and shares the major league record with 12
			 one-hitters;
		Whereas Feller was an 8-time All-Star;
		Whereas Feller was a key member of the 1948 World Series
			 Champion Cleveland Indians;
		Whereas Feller threw the second fastest pitch ever
			 officially recorded, at 107.6 miles per hour;
		Whereas Feller ended his career with 266 victories and
			 2,581 strikeouts;
		Whereas Feller remains the winningest pitcher in Cleveland
			 Indians history;
		Whereas Feller was elected to the Baseball Hall of Fame in
			 1962, his first year of eligibility;
		Whereas Feller enlisted in the Navy 2 days after the
			 attack on Pearl Harbor in 1941;
		Whereas Feller served with valor in the Navy for nearly 4
			 years, missing almost 4 full baseball seasons;
		Whereas Feller was stationed aboard the U.S.S. Alabama as
			 a gunnery specialist;
		Whereas Feller earned 8 battle stars and was discharged in
			 late 1945; and
		Whereas Bob Feller, one of the greatest baseball players
			 of all time, placed service to his country ahead of all else: Now, therefore,
			 be it

		That the Senate—
			(1)honors Bob Feller
			 for transcending the sport of baseball in service to the United States and the
			 cause of democracy and freedom in World War II;
			(2)recognizes Bob
			 Feller as one of the greatest baseball players of all time; and
			(3)extends its
			 deepest condolences to the family of Bob Feller.


117 HR 4102 IH: Native CHamoru Equity Act
U.S. House of Representatives
2021-06-23
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I117th CONGRESS1st SessionH. R. 4102IN THE HOUSE OF REPRESENTATIVESJune 23, 2021Mr. San Nicolas introduced the following bill; which was referred to the Committee on Natural Resources, and in addition to the Committee on Small Business, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concernedA BILLTo provide for contracting with Native CHamoru Organizations, and for other purposes.1.Short titleThis Act may be cited as the Native CHamoru Equity Act.2.CHamoru Registry ProgramThe Organic Act of Guam (48 U.S.C. 1421 et seq.) is amended by inserting after section 3 the following:4.(a)There is established under the Office of the Governor the CHamoru Registry Program, which shall keep a database to serve as a genealogy bank to verify Native CHamoru ancestry requirements. The Governor of Guam shall include in the database the name of any individual who submits to the Governor of Guam a request to be included and a copy of the birth certificate of that individual and birth certificates of direct ancestors that demonstrate that one or more of the individual’s direct ancestors resided on Guam before August 1, 1950. (b)Not less than once every 3 years, the Office of Public Auditor shall audit the database established by subsection (a) to ensure the accuracy of the database and that the database is in compliance with the requirements of subsection (a).(c)(1)In this section, the term Native CHamoru means an individual who can document that one or more of the individual’s direct ancestors resided on Guam before August 1, 1950.(2)No residency or blood quantum amount shall be required for an individual to qualify as a Native CHamoru under paragraph (1).(d)The Superior Court of Guam shall have original jurisdiction over all judicial proceedings with respect to the CHamoru Registry Program and the database established by subsection (a)..3.Small business contracting for Native CHamoru Organizations(a)Native CHamoru Organization definedSection 3 of the Small Business Act (15 U.S.C. 632) is amended by adding at the end the following new subsection:(gg)Native CHamoru Organization(1)In generalIn this Act, the term Native CHamoru Organization means any organization—(A)that is a nonprofit corporation that has filed articles of incorporation with the director (or the designee thereof) of the Guam Department of Revenue and Taxation, or any successor agency;(B)that is controlled by Native CHamorus; and(C)whose business activities will principally benefit Native CHamorus.(2)Rule of constructionThe Administrator shall, to the extent practicable, determine whether an organization is a Native CHamoru Organization in the same manner as such determination is made under section 8(a)(15) with respect to Native Hawaiian Organizations..(b)Socially and economically disadvantaged small business concernSection 8(a)(4) of the Small Business Act (15 U.S.C. 637(a)(4)) is amended—(1)in subparagraph (A)—(A)in clause (i)—(i)in subclause (II), by striking or at the end; and(ii)by adding at the end the following new subclause:(IV)an economically disadvantaged Native CHamoru Organization, or; and(B)in clause (ii)—(i)in subclause (II), by striking or at the end;(ii)in subclause (III), by striking the period at the end and inserting , or; and(iii)by adding at the end the following new subclause:(IV)an economically disadvantaged Native CHamoru Organization.; and(2)in subparagraph (B)—(A)in clause (ii), by striking or at the end;(B)in clause (iii), by striking the period at the end and inserting , or; and(C)by adding at the end the following new clause:(iv)Native CHamoru Organizations described in subparagraph (A)(i)(IV) or subparagraph (A)(ii)(IV)..(c)HUBZone small business concernSection 31(b)(2) (15 U.S.C. 657a note) is amended—(1)in subparagraph (E)(ii), by striking or at the end;(2)in subparagraph (F)(iii), by striking the period at the end and inserting ; or; and(3)by adding at the end the following new subparagraph:(G)a small business concern—(i)that is wholly owned by one or more Native CHamoru Organizations, or by a corporation that is wholly owned by one or more Native CHamoru Organizations; or(ii)that is owned in part by one or more Native CHamoru Organizations, or by a corporation that is wholly owned by one or more Native CHamoru Organizations, if all other owners are either United States citizens or small business concerns..(d)FindingsSection 2(f)(1)(C) of the Small Business Act (15 U.S.C. 631(f)(1)(C)) is amended by inserting Native CHamoru Organizations, after Native Hawaiian Organizations,.


117 HR 1018 IH: Reservist Pay Equity Act of 2021
U.S. House of Representatives
2021-02-11
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I117th CONGRESS1st SessionH. R. 1018IN THE HOUSE OF REPRESENTATIVESFebruary 11, 2021Mr. Panetta (for himself and Mr. Wenstrup) introduced the following bill; which was referred to the Committee on Ways and MeansA BILLTo amend the Internal Revenue Code of 1986 to increase the differential wage payment credit.1.Short titleThis Act may be cited as the Reservist Pay Equity Act of 2021. 2.Expansion of employer wage credit for employees who are active duty members of the uniformed services(a)Increase in differential wage payment creditSection 45P(a) of the Internal Revenue Code of 1986 is amended by striking 20 percent and inserting 50 percent.(b)Adjustment for inflationSection 45P(b) of such Code is amended by adding at the end the following new paragraph:(4)Adjustment for inflationIn the case of any taxable year beginning after 2021, the $20,000 amount in paragraph (1) shall be increased by an amount equal to—(A)such dollar amount, multiplied by(B)the cost-of-living adjustment determined under section 1(f)(3) for the calendar year in which the taxable year begins, by substituting calendar year 2020 for calendar year 1996 in subparagraph (A)(ii) thereof.If the amount as increased under the preceding sentence is not a multiple of $100, such amount shall be rounded to the nearest multiple of $100..(c)Effective dateThe amendments made by this section shall apply to payments made after December 31, 2020.


114 S2756 IS: Iran Cyber Sanctions Act of 2016
U.S. Senate
2016-04-06
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

		II
		114th CONGRESS2d Session
		S. 2756
		IN THE SENATE OF THE UNITED STATES

			April 6, 2016
			Mr. Rounds introduced the following bill; which was read twice and referred to the Committee on Banking, Housing, and Urban Affairs

		A BILL
		To impose sanctions with respect to Iranian persons responsible for knowingly engaging in
			 significant activities undermining cybersecurity, and for other purposes.

		1.Short title
 This Act may be cited as the Iran Cyber Sanctions Act of 2016.
		2.Imposition of sanctions with respect to Iranian persons responsible for knowingly engaging in
			 significant activities undermining cybersecurity
			(a)Cybersecurity report required
 (1)In generalNot later than 90 days after the date of the enactment of this Act, and not less frequently than once every 180 days thereafter, the President shall submit to the appropriate congressional committees a report that describes significant activities undermining cybersecurity conducted by Iranian persons against the Government of the United States or any United States person.
 (2)InformationThe report required under paragraph (1) shall include the following: (A)The identity of Iranian persons that have knowingly engaged in, directed, or provided material support for significant activities undermining cybersecurity described in paragraph (1).
 (B)A description of the conduct engaged in by each Iranian person identified under subparagraph (A). (C)An assessment of the extent to which the Government of Iran or another foreign government has provided material support in the conduct of significant activities undermining cybersecurity described in paragraph (1).
 (D)A strategy to counter efforts by Iranian persons to conduct significant activities undermining cybersecurity described in paragraph (1), including efforts to engage foreign governments to halt the capability of Iranian persons to conduct those activities.
					(3)Form
 The report required under paragraph (1) shall be submitted in unclassified form but may include a classified annex.
				(b)Designation of persons
 (1)In generalExcept as provided in paragraph (2), the President shall include on the specially designated nationals and blocked persons list maintained by the Office of Foreign Assets Control of the Department of the Treasury—
 (A)any Iranian person identified under subsection (a)(2)(A); and (B)any Iranian person for which the Department of Justice has issued an indictment in connection with significant activities undermining cybersecurity against the Government of the United States or any United States person.
 (2)ExceptionThe President is not required to include a person described in paragraph (1)(B) on the specially designated nationals and blocked persons list maintained by the Office of Foreign Assets Control of the Department of the Treasury if the President submits to the appropriate congressional committees an explanation of the reasons for not including that person on that list.
 (c)Presidential briefings to CongressNot later than 180 days after the date of the enactment of this Act, and periodically thereafter, the President shall provide a briefing to the appropriate congressional committees on efforts to implement this section.
 (d)DefinitionsIn this section: (1)Appropriate congressional committeesThe term appropriate congressional committees means—
 (A)the Committee on Foreign Relations, the Committee on Homeland Security and Governmental Affairs, and the Committee on Banking, Housing, and Urban Affairs of the Senate; and
 (B)the Committee on Foreign Affairs, the Committee on Homeland Security, the Committee on Financial Services, and the Committee on Ways and Means of the House of Representatives.
 (2)Iranian personThe term Iranian person means— (A)an individual who is a citizen or national of Iran; and
 (B)an entity organized under the laws of Iran or otherwise subject to the jurisdiction of the Government of Iran.
 (3)Significant activities undermining cybersecurityThe term significant activities undermining cybersecurity includes— (A)significant efforts to—
 (i)deny access to or degrade, disrupt, or destroy an information and communications technology system or network; or
 (ii)exfiltrate information from such a system or network without authorization; (B)significant destructive malware attacks;
 (C)significant denial of service activities; and (D)such other significant activities as may be described in regulations prescribed to implement this section.
 (4)United States personThe term United States person means— (A)an individual who is a citizen of the United States or an alien lawfully admitted for permanent residence to the United States; and
 (B)an entity organized under the laws of the United States or any jurisdiction within the United States, including a foreign branch of such an entity.


110 HR 2346 IH: To direct the Secretary of Veterans Affairs to establish a process for determining whether a geographic area is sufficiently served by the national cemeteries located in that geographic area.
U.S. House of Representatives
2007-05-16
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I
110th CONGRESS
1st Session
H. R. 2346
IN THE HOUSE OF REPRESENTATIVES

May 16, 2007
Mr. Fossella introduced the following bill; which was referred to the Committee on Veterans’ Affairs

A BILL
To direct the Secretary of Veterans Affairs to establish a process for determining whether a geographic area is sufficiently served by the national cemeteries located in that geographic area.

1.Determination by Secretary of Veterans Affairs of whether a geographic area is served by national cemeteries located in that area
(a)Process requiredThe Secretary of Veterans Affairs shall establish a process for determining whether a geographic area is sufficiently served by the national cemeteries located in that geographic area. Such process shall take into account each of the following:
(1)The number of veterans living in the geographic area.
(2)The average distance a resident of the geographic area must travel to reach the nearest national cemetery.
(3)The population density of the geographic area.
(4)The average amount of time it takes a resident of the geographic area to travel to the nearest national cemetery.
(5)The availability of public transportation for purposes of traveling to national cemeteries located in the geographic area.
(6)The average amount of any fees charged to an individual traveling on the major roads leading to the national cemeteries located in the geographic area.
(b)Consideration of alternativesIn the case of a geographic area in which sufficient land is not available to the Secretary for the establishment of a cemetery, the Secretary shall consider alternatives to establishing a cemetery, including establishing a mausoleum.


		III
		111th CONGRESS
		2d Session
		S. RES. 494
		IN THE SENATE OF THE UNITED STATES

			April 20, 2010
			Ms. Landrieu (for
			 herself and Mr. Wicker) submitted the
			 following resolution; which was considered and agreed to

		RESOLUTION
		Honoring Ida B. Wells for her activism in
		  the civil rights and women’s rights movements and for her influential and
		  inspirational leadership.

		Whereas, Ida B. Wells was born on July 16 1862, and died
			 March 25, 1931;
		Whereas in 1884, Ida B. Wells refused to give up her seat
			 on a Chesapeake and Ohio Railroad Company train because of her skin
			 color;
		Whereas in 1889, Ida B. Wells became co-owner and editor
			 of Free Speech and Headlight, an anti-segregationist newspaper
			 based in Memphis, Tennessee that published articles about racial
			 injustice;
		Whereas Ida B. Wells conducted investigative journalism
			 about the practice of lynching, printing many articles in an effort to combat
			 this practice;
		Whereas Ida B. Wells worked with Frederick Douglass and
			 other Black leaders in organizing a boycott of the 1893 World's Columbian
			 Exposition in Chicago;
		Whereas in 1893, Ida B. Wells began working with the
			 Chicago Conservator, the oldest African-American newspaper in
			 the city;
		Whereas Ida B. Wells formed the Women's Era Club, the
			 first civic organization for African-American women which later became the Ida
			 B. Wells Club in honor of its founder;
		Whereas Ida B. Wells traveled throughout the British Isles
			 and the United States teaching and giving speeches to bring awareness to the
			 lynching problems in America,
		Whereas Ida B. Wells settled in Chicago and worked to
			 improve conditions for the rapidly growing African-American population
			 there;
		Whereas on February 1, 1990, the United States Postal
			 Service issued a 25-cent postage stamp in honor of Ida B. Wells: Now therefore,
			 be it

		That the Senate—
			(1)commends the life
			 of Ida B. Wells and her success as an African-American activist and business
			 woman;
			(2)recognizes the
			 many efforts Ida B. Wells made in advancing the interests of African-Americans
			 in the fight for equality; and
			(3)requests the
			 Secretary of the Senate to transmit an enrolled copy of this resolution for
			 appropriate display in the hearing room of the Senate Committee on Small
			 Business and Entrepreneurship.


115 HR 4522 IH: Stop Taxpayers Obligations to Perpetrators of Sexual Harassment Act
U.S. House of Representatives
2017-12-01
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I115th CONGRESS1st SessionH. R. 4522IN THE HOUSE OF REPRESENTATIVESDecember 1, 2017Mrs. Love introduced the following bill; which was referred to the Committee on House AdministrationA BILLTo amend the Congressional Accountability Act of 1995 to prohibit the use of public funds for the
			 payment of a settlement or award under such Act in connection with a claim
			 arising from sexual harassment committed by a Member of Congress.

 1.Short titleThis Act may be cited as the Stop Taxpayers Obligations to Perpetrators of Sexual Harassment Act. 2.Prohibiting use of public funds for payment of settlements and awards under Congressional Accountability Act in sexual harassment claims involving Members of Congress (a)ProhibitionSection 415 of the Congressional Accountability Act of 1995 (2 U.S.C. 1415) is amended—
 (1)in subsection (a), by striking subsection (c) and inserting subsections (c) and (d); and (2)by adding at the end the following new subsection:

						(d)No use of public funds for payments of awards and settlements in connection with acts of sexual
 harassment committed by Members of CongressNo funds of the Treasury of the United States may be used for the payment of an award or settlement under this Act in connection with a violation of section 201(a)(1) if the violation consists of an act of sexual harassment committed personally by a Member of the House of Representatives (including a Delegate or Resident Commissioner to the Congress) or a Senator..
 (b)Effective dateThe amendment made by subsection (a) shall apply with respect to settlements and awards paid on or after the date of the enactment of this Act.