S. 4504

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[S. 4504 Introduced in Senate (IS)]

<DOC>

119th CONGRESS
2d Session
S. 4504

To improve the full-service community school program, and for other 
purposes.

_______________________________________________________________________

IN THE SENATE OF THE UNITED STATES

May 12, 2026

Mr. Van Hollen (for himself, Mr. Lujan, Mrs. Gillibrand, Ms. Hirono, 
Mr. Kaine, Mr. Durbin, Mr. Heinrich, Ms. Klobuchar, Mr. Sanders, Mr. 
Fetterman, Mr. Blumenthal, Mr. Booker, Ms. Alsobrooks, and Mr. Padilla) 
introduced the following bill; which was read twice and referred to the 
Committee on Health, Education, Labor, and Pensions

_______________________________________________________________________

A BILL

To improve the full-service community school program, and for other 
purposes.

Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

This Act may be cited as the ``Full-Service Community School 
Expansion Act of 2026''.

SEC. 2. COMMUNITY SUPPORT FOR SCHOOL SUCCESS.

(a) Authorization of Appropriations.--Section 4601 of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7251) is 
amended--
(1) in the matter preceding paragraph (1) of subsection 
(a), by inserting ``(except for section 4625)'' after ``part'';
(2) in the matter preceding clause (i) of 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 Appropriations for Full-Service Community 
Schools.--There are authorized to be appropriated to carry out section 
4625--
``(1) $500,000,000 for fiscal year 2027;
``(2) $600,000,000 for fiscal year 2028;
``(3) $700,000,000 for fiscal year 2029;
``(4) $850,000,000 for fiscal year 2030; and
``(5) $1,000,000,000 for fiscal year 2031.''.
(b) Definitions.--Section 4622 of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7272) is amended--
(1) by redesignating paragraphs (1), (2), and (3) as 
paragraphs (5), (7), and (9), respectively;
(2) by inserting before paragraph (5), as redesignated by 
paragraph (1), the following:
``(1) Community school coordinator.--The term `community 
school coordinator' means an individual who--
``(A) is a full-time staff member serving 1 or more 
eligible schools 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 strong and proven 
curricula, high-quality teaching, inclusive leadership, 
positive behavior practices, family and community 
partnerships, and community support services 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 external 
assessment of each such eligible school or development 
of a full-service community school plan required under 
section 4625 for each such eligible school; and
``(E) leads, or coordinates with the appropriate 
staff to inform, continuous improvement across related 
activities at each such eligible school.
``(2) Community school initiative director.--The 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 strong and proven curricula, high-quality teaching, 
inclusive leadership, positive behavior practices, 
family and community partnerships, and community 
support services for such eligible schools; and
``(C) provides support and guidance to community 
school coordinators.
``(3) Community-wide leadership team.--The term `community-
wide leadership team' means a team established by a local 
educational agency receiving a grant under subsection (b), (c), 
or (d) of section 4625 that--
``(A) is responsible for guiding the vision, goal-
setting, policy and resource alignment, implementation, 
and oversight for full-service 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, such as 
residents, community-led councils, local 
businesses, stakeholders, community-based 
organizations, and local nonprofit 
organizations;
``(iv) system-level partners that include 
representatives from government agencies, 
Indian Tribes, Tribal organizations, Native 
Hawaiian organizations, 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 full-service 
community schools or may already exist at the 
time the eligible entity submits its 
application;
``(ii) solely focus on full-service 
community schools or have additional functions 
and responsibilities;
``(iii) contribute to the development of an 
application for a full-service community 
school; or
``(iv) provide input into the selection 
process and requirements for future community 
school coordinator and community school 
initiative director candidates.
``(4) Educator learning communities.--The term `educator 
learning communities' means a group of primarily instructional 
staff in an eligible school who are given common and sufficient 
planning time to participate in ongoing planning and 
decisionmaking to inform and improve school policy, including 
the school's instructional design and professional development 
opportunities designed to improve educator practice and the 
impact of educators on student performance.'';
(3) in paragraph (5), 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 subparagraph (A)--
(i) in clause (ii), by striking ``(25 
U.S.C. 450b)'' and inserting ``(25 U.S.C. 
5304)''; and
(ii) in clause (iv)(IV), by striking ``(25 
U.S.C. 450b)'' and inserting ``(25 U.S.C. 
5304)''; and
(C) by amending subparagraph (B) to read as 
follows:
``(B) With respect to a grant for activities 
described in section 4623(a)(2), a consortium of--
``(i) 1 or more local educational agencies; 
and
``(ii) 1 or more community-based 
organizations, nonprofit organizations, Indian 
Tribes, Tribal organizations, Native Hawaiian 
organizations, or other public or private 
entities.'';
(4) by inserting after paragraph (5), as redesignated by 
paragraph (1), the following:
``(6) Eligible school.--The 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) in paragraph (7), as redesignated by paragraph (1)--
(A) in subparagraph (A), by striking ``and'' after 
the semicolon;
(B) in subparagraph (B), by striking the period at 
the end and inserting ``; and''; and
(C) by adding at the end the following:
``(C) incorporates the pillars of community 
schools.'';
(6) by inserting after paragraph (7), as redesignated by 
paragraph (1), the following:
``(8) Pillars of community schools.--The term `pillars of 
community schools' means all of the following key practices:
``(A) Integrated student supports for the students 
of a community school that provide in- and out-of-
school support for students, address well-being, 
address out-of-school barriers to learning, including 
through partnerships--
``(i) with social and health services 
agencies (including mental and behavioral 
health agencies) and providers, and are 
coordinated by a community school coordinator; 
and
``(ii) that may include--
``(I) medical, dental, vision care, 
and mental and behavioral health 
services, including mental health 
literacy for students and staff; and
``(II) individuals to assist with, 
and facilitate student and family 
access to programs that support, 
homeless prevention, eviction 
protections, emergency and long-term 
housing stability, and affordable home 
ownership servicers, transportation, 
nutrition, citizenship preparation, or 
criminal justice issues, and other 
services.
``(B) Expanded and enriched learning time and 
opportunities, including evidence-based strategies, and 
including before-school, after-school, during-school, 
weekend, vacation day, 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 relevant and engaging 
real-world project-based learning in which 
students can apply their learning to different 
contexts; and
``(ii) may include art, music, drama, 
creative writing, hands-on experience with 
science, technology, engineering and 
mathematics education including computer 
science, career and technical education, 
evidence-based tutoring that is aligned with 
classroom success and homework help, and 
recreational programs that enhance and are 
consistent with the school's curriculum.
``(C) Active student, family, and community 
engagement--
``(i) that--
``(I) brings students, parents or 
caregivers, and families of students at 
the community school and in community 
into the school as partners in 
students' education, including 
meaningfully involving parents and 
families in the community school's 
decisionmaking processes;
``(II) allows the community school 
to serve as a hub for services, 
activities, and programs, for students, 
families, and members of the 
neighborhood that the community school 
serves; and
``(III) provides adults with 
desired educational and other 
opportunities; and
``(ii) that provides centralized and easy 
to access supports for families and communities 
in community schools, which may include English 
as a second language classes, citizenship 
preparation, computer skills, art, homeless 
prevention, eviction protections, emergency and 
long-term housing stability and affordable home 
ownership services, child abuse and neglect 
prevention supports, health and mental health 
literacy programs, digital literacy training, 
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 with 
representation of student, parent, family 
leader, and community voices, a community 
school coordinator, and a community-wide 
leadership team;
``(ii) ensure that students, staff, 
families, caregivers, and community members 
have a voice in major school decisions through 
representation on decisionmaking teams, as well 
as inclusive, asset-based, and democratic 
school culture;
``(iii) may include other leadership or 
governance teams, community school steering 
committees, or other community coalitions, 
educator collaborative learning communities, 
and other staff to manage the multiple, complex 
joint work of school and community 
organizations; and
``(iv) ensure that school governance teams 
emphasize representation among historically 
marginalized groups and reflect the diversity 
of community, including diversity with respect 
to language, race, ethnicity, socioeconomic 
status, and role in the schooling process.
``(E) Rigorous and engaging classroom instruction--
``(i) such that teaching and learning in 
the school provides high-level content and 
supports the developing of skills, including 
through real-world, inquiry-based, and problem-
solving learning opportunities and a curriculum 
deeply connected to the local community and 
students' identities, cultures, and 
experiences; and
``(ii) which may include--
``(I) instructional resources, 
curriculum, and professional learning 
that reflect and support a community-
based learning approach and which may 
include locally designed community-
based curricula and pedagogy to improve 
students' sense of agency; or
``(II) development and 
administration of, and use of data 
from, assessments that provide evidence 
of the impact of community-based 
pedagogy (such as capstone projects, 
portfolios, or other performance-based 
assessments).
``(F) A culture of belonging, safety, and care--
``(i) such that--
``(I) the school climate is 
welcoming and fosters trust and healthy 
relationships among students, families 
and caregivers, partners, and staff;
``(II) each person in the school 
community is valued for their rich 
diversity of experiences and is 
encouraged to share their views, 
knowledge, and culture;
``(III) members of the school 
community feel safe and comfortable in 
the school navigating conflicts and 
taking risks; and
``(IV) students feel connected to 
and are active participants in the 
school community; and
``(ii) that may include--
``(I) emphasizing positive 
relationships and interactions, and 
educators modeling these relationships 
and interactions through their own 
behavior; and
``(II) restorative discipline 
practices, such as peer mediation, 
community service and post-conflict 
resolution, to help students learn from 
their mistakes and foster positive, 
healthy school climates where respect 
and compassion are core principles and 
zero-tolerance practices leading to 
suspension and expulsion are 
avoided.''; and
(7) by inserting after paragraph (9), as redesignated by 
paragraph (1), the following:
``(10) Results framework.--The 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;
``(B) serve as targets for each year of the 
framework; and
``(C) 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, caregivers, 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 and are civically engaged.
``(11) School-based leadership team.--
``(A) In general.--The term `school-based 
leadership team' means a team established by a full-
service community school that--
``(i) is responsible for supporting the 
implementation of a full-service community 
school program; and
``(ii) is comprised of not more than 15 
people, which shall include--
``(I) not less than 2 parents or 
family members of students attending 
the eligible school;
``(II) not less than 2 educators or 
other staff from the eligible school; 
and
``(III) all of the following:
``(aa) The principal of the 
school.
``(bb) The community school 
coordinator.
``(cc) Representatives of 
nonprofit organizations that 
serve the school.
``(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.''.
(c) Full-Service Community School Program.--Section 4625 of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7275) is 
amended to read as follows:

``SEC. 4625. FULL-SERVICE COMMUNITY SCHOOL SUPPORT FOR WHOLE-CHILD 
SUCCESS.

``(a) Grants Authorized.--
``(1) In general.--From funds made available under section 
4601(c), the Secretary shall carry out a full-service community 
school program by using--
``(A) not less than 80 percent of such funds to 
award, on a competitive basis--
``(i) planning grants described in 
subsection (b) to eligible entities, for a 
period of not more than 2 years, 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) expansion grants described in 
subsection (d) to eligible entities, for a 
period of not less than 3 and not more than 5 
years, in an amount of not less than $300,000 
each year and an additional $150,000 for each 
additional school, except that for fiscal year 
2027 through 2029, 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 5-year grants under subsection (f), on a 
competitive basis, to States; and
``(C) not more than 5 percent of such funds to 
provide technical assistance for full-service community 
schools under subsection (i).
``(2) Reservation of funds.--From the total amount 
described under paragraph (1)(A) for a fiscal year, the 
Secretary shall reserve not less than 5 percent to carry out 
subsection (g).
``(3) Priority.--In awarding grants under subsections (b), 
(c), and (d) the Secretary shall give priority to eligible 
entities that are or that include--
``(A) a high-need local educational agency or 
consortium of high-need local educational agencies;
``(B) local educational agencies that receive basic 
support payments under section 7003(b)(1);
``(C) a local educational agency or consortium of 
local educational agencies located in a rural area; or
``(D) Indian Tribes or Tribal organizations (as 
those terms are defined in section 4 of the Indian 
Self-Determination and Education Assistance Act (25 
U.S.C. 5304)) or Native Hawaiian community-based 
organizations or Native Hawaiian educational 
organizations (as those terms are defined in section 
6207).
``(b) Planning and Capacity Building Grants.--
``(1) Application.--An 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, implementation, and 
continuous improvement 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 supported by an implementation grant 
under subsection (c);
``(ii) have demonstrated significant 
benefits to using a full-service community 
school model--
``(I) including by providing data 
regarding poverty rates, discipline 
rates, academic opportunities and 
achievement and other outcomes, student 
physical and mental health, or 
additional information connected to the 
pillars of community schools; and
``(II) which may include providing 
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); and
``(iii) have committed to establishing or 
designating a school-based leadership team to 
support the school's full-service community 
school initiative.
``(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, caregivers, 
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, Indian 
Tribes, Tribal organizations, Native Hawaiian 
organizations, relevant labor organizations, 
and nonprofit and other community-based 
partners; and
``(iii) community members, such as 
residents, community led councils, local 
businesses, stakeholders, early childhood 
education providers, hospitals or clinics, 
community organizations, and local nonprofit 
organizations.
``(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 timely 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 full-service 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 and capacity building grant activities.--
``(A) In general.--An eligible entity receiving a 
planning and capacity building 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 not later than 90 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, homeless prevention, eviction 
protections, emergency and long-term 
housing stability and affordable home 
ownerships services, transportation, 
job training, neighborhood development, 
such as affordable 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 and train 
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 
inclusive communication between such 
school and families;
``(V) how the eligible school will 
provide rigorous community-connected 
learning opportunities and create a 
culture of belonging, safety, and care;
``(VI) 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 the 
full-service community school plan and 
may participate in a community-wide 
leadership structure;
``(VII) 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
``(VIII) 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 
structure.--An eligible entity receiving a planning 
grant under this subsection may revise the eligible 
entity's community-wide leadership team membership as 
needed to 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 and capacity building grant 
report.--Not later than 2 years after receiving a 
planning grant under this subsection, the eligible 
entity shall submit to the Secretary a planning report 
that includes the following:
``(i) A description of the actions taken to 
coordinate and, in collaboration with its 
partner entities, facilitate the provision of 
strategies aligned to the 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 caregivers, 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 and other 
relevant data on the school, students 
served, and 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 and assets 
assessment results for each pillar of community 
schools.
``(iv) A description of how the eligible 
entity has proposed a plan that is responsive 
to the findings of the needs and assets 
assessment and has used that information to 
identify and develop a set of tailored 
activities for each eligible school under the 
proposed full-service community schools 
initiative.
``(v) 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 any increase in the 
number and percentage of families and students 
receiving 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.
``(vi) 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 social, emotional, and 
academic development;
``(III) how such services address 
the mental health needs of students and 
the use of trauma informed care;
``(IV) how such services will 
address the annual measurable 
performance objectives and goals 
described in clause (v);
``(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 to, or 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.
``(vii) 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).
``(viii) 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;
``(IV) collaborative leadership and 
practices;
``(V) rigorous community-connected 
learning opportunities; and
``(VI) creating a culture of 
belonging, safety, and care.
``(ix) Plans to establish a school-based 
leadership team, 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.
``(x) Plans for joint utilization of school 
facilities and partner facilities to carry out 
activities supported under this subsection.
``(xi) Plans for annual evaluation based 
upon attainment of the performance objectives 
and goals described in clause (v).
``(xii) 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 eligibility.--An eligible entity 
receiving a planning and capacity building 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) Application.--An eligible entity desiring an 
implementation grant under subsection (a)(1)(A)(ii) shall--
``(A) in the case of an eligible entity that 
received and completed a planning grant, be able to 
access an expedited process to apply for such grant, 
based on the planning report 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 and 
timely 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;
``(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; and
``(F) describe how the eligible entity--
``(i) plans to sustain implementation at 
each school site to ensure that the eligible 
entity's work can continue and grow after the 
grant period ends; and
``(ii) will use some of the grant funding 
to develop or strengthen system-level 
infrastructure to support and sustain the 
identified full-service community schools.
``(2) Selection criteria.--The Secretary shall use the 
following criteria when evaluating eligible entities as part of 
the selection process for a grant under this subsection:
``(A) The extent to which the design of the 
proposed project reflects relevant and evidence-based 
findings from research, and includes a high-quality 
plan for project implementation integrating the pillars 
of community schools and the use of appropriate 
evaluation methods to ensure successful achievement of 
project objectives.
``(B) The extent to which the applicant will ensure 
that a diversity of perspectives is brought to bear in 
the design and operation of the proposed project, 
including those of families, educators and staff, 
beneficiaries of services, school leadership, and 
community leadership.
``(C) The extent to which the applicant has plans 
for a full-time community school coordinator at each 
school, includes a plan to sustain such position beyond 
the grant period, and provides a description of how 
such position will serve to integrate, coordinate, and 
facilitate programs and partnership services at each 
school.
``(3) Grant amounts.--The Secretary shall award an amount 
of grant funding under this subsection to each grantee that is 
commensurate with the number of local schools that will be 
served by grant funds.
``(4) Use of funds.--An 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 
identified under subsection (b)(1)(C) and service 
providers, 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 2 
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 
not on track to meeting 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, 
eviction protections, emergency and 
long-term housing stability, and 
affordable home ownership 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, evidence-based tutoring;
``(ii) before- and after-school, vacation, 
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) additional college access support, 
including earning college credit while in high 
school, college visits, summer bridge programs, 
college counseling, support with completing the 
Free Application for Federal Student Aid under 
section 483 of the Higher Education Act of 
1965, or other services geared towards college 
success; and
``(vi) enrichment of advanced skill 
development in areas of interest including 
music, arts, sports, finance, technology, or 
other areas that support a well-rounded 
education.
``(G) Implement and coordinate access across family 
and community engagement strategies, which may 
include--
``(i) culturally and linguistically 
inclusive communication between such school and 
families;
``(ii) on-site early childhood care and 
education programs;
``(iii) supportive 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 a regular 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, eviction protections, 
emergency and long-term housing stability, and 
affordable home ownership services;
``(viii) programs that promote parental and 
family involvement, family literacy, education, 
career, and employment advancement, 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 
partners, as appropriate, such as--
``(I) students, families, 
educators, principals, and other school 
leaders of identified eligible schools;
``(II) service providers, including 
potential service providers, and 
system-level partners, such as 
government agencies, Indian Tribes, 
Tribal organizations, Native Hawaiian 
organizations, relevant labor 
organizations, and nonprofit and other 
community-based partners; and
``(III) community members, such as 
residents, community led councils, 
local businesses, stakeholders, early 
childhood education providers, 
hospitals or clinics, community 
organizations, and local nonprofit 
organizations;
``(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) Implement rigorous community-connected 
instruction strategies, which may include--
``(i) instructional resources, curricula, 
and professional learning that reflect and 
support a community-based learning approach, 
emphasizing locally designed community-based 
curriculum and pedagogy to improve the sense of 
agency of students; or
``(ii) development and administration of 
assessments that provide evidence of the impact 
of community-based pedagogy (such as capstone 
projects, portfolios, and similar assessments 
that include a performance-based component).
``(J) Implement strategies that foster a culture of 
belonging, safety, and care, which may include--
``(i) emphasizing positive relationships 
and interactions and educators modeling these 
relationships and interactions through their 
own behavior; and
``(ii) restorative discipline practices, 
such as peer mediation, community service, and 
post-conflict resolution, to help students 
learn from their mistakes and foster positive, 
healthy school climates where respect and 
compassion are core principles and zero-
tolerance practices leading to suspension and 
expulsion are avoided.
``(K) 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).
``(5) Prohibition on discrimination.--An 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.
``(6) Implementation grant report.--At 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 student 
opportunities and outcomes, including academic 
achievement, 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 
qualifications and turnover, and family 
involvement; and
``(III) measures of students' 
social emotional skills, habits, and 
mindsets, as appropriate;
``(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, experience, and retention of 
school staff (disaggregated by race, gender, 
and ethnicity) at the eligible school, 
including the number and percentages of fully 
certified teachers and teachers fully certified 
in the area they are assigned to teach, 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 full-service 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 general.--In 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) full-service community schools 
supported under another source of funding.
``(B) Special rule.--For purposes of subparagraph 
(A)(ii), the Secretary may deem a school to be a full-
service 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) Applications.--An 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 
opportunity and achievement, and school climate 
data disaggregated by major demographic groups, 
including--
``(I) student subgroups (as defined 
under section 1111(c)(2)), students 
experiencing homelessness, and children 
or youth in foster care; and
``(II) eligibility for a free or 
reduced price lunch under the Richard 
B. Russell National School Lunch Act 
(42 U.S.C. 1751 et seq.);
``(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, Tribal, 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, experience, and stability of 
school staff, including--
``(I) the numbers and percentages 
of fully certified teachers and 
teachers fully certified in the area 
they are assigned to teach, 
disaggregated by race and ethnicity; 
and
``(II) 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 inclusive 
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 entities that can partner with the 
eligible school to 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 full-service 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 
services provided by partner entities, 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 this subsection;
``(iv) how the eligible school will provide 
rigorous community-connected learning 
opportunities and create a culture of belonging 
and safety;
``(v) how the eligible school will provide 
culturally and linguistically inclusive 
communication between schools and families;
``(vi) how the eligible school will 
establish and maintain partnerships--
``(I) to implement and sustain the 
full-service community school plan; and
``(II) that will participate in a 
community-wide leadership structure;
``(vii) how activities chosen will 
reinforce, and not duplicate, existing programs 
and activities at the eligible school as of the 
date of application; and
``(viii) 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 full-service 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 funds.--An eligible entity receiving an 
expansion grant under this subsection shall use grant funds 
to--
``(A) carry out projects that propose to deepen and 
expand the eligible entity's investment in full-service 
community schools, in a manner that includes partners, 
such as--
``(i) students, families, educators, 
principals, and other school leaders of 
identified eligible schools;
``(ii) service providers, including 
potential service providers, and system-level 
partners, such as government agencies, Indian 
Tribes, Tribal organizations, Native Hawaiian 
organizations, relevant labor organizations, 
and nonprofit and other community-based 
partners; and
``(iii) community members, such as 
residents, community led councils, local 
businesses, stakeholders, early childhood 
education providers, hospitals or clinics, 
community organizations, and local nonprofit 
organizations; and
``(B) scale up or expand a full-service community 
school described in paragraph (1) that the eligible 
entity is operating as of the date of application, 
including by--
``(i) funding a community school 
coordinator to work at the proposed eligible 
school or for the eligible entity;
``(ii) funding an initiative-level 
community school coordinator to support all 
existing full-service community schools 
described in paragraph (1), and new full-
service community schools, supported by the 
eligible entity;
``(iii) creating or strengthening a 
community-wide leadership team that, with 
respect to all full-service community schools 
supported by the eligible entity--
``(I) provides a results-based 
vision for the full-service community 
schools;
``(II) supports effective data 
collection and program and service 
evaluation;
``(III) supports responsible and 
transparent finance and resource 
development;
``(IV) aligns and integrates the 
goals of the full-service community 
schools with the pillars of community 
schools, and implementation of those 
goals;
``(V) supports the implementation 
of evidence-based policy and practices;
``(VI) supports evidence-based 
professional development for staff and 
technical assistance;
``(VII) facilitates broad community 
engagement;
``(VIII) ensures 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) supports the coordination of 
meeting overlapping needs among 
existing full-service community schools 
described in paragraph (1);
``(iv) 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 
full-service community school initiative 
supported under the grant, in consultation with 
the community-wide leadership team and full-
service community school sites;
``(v) creating an internal process to 
replicate the existing full-service community 
schools described in paragraph (1) in other 
eligible schools;
``(vi) conducting a needs and assets 
assessment and crafting a full-service 
community school plan for each eligible school 
to be served by the grant, led by the community 
school coordinator;
``(vii) 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;
``(viii) carrying out any activity 
described in subsection (b)(2) in order to 
establish new full-service community schools;
``(ix) carrying out any activity described 
in subparagraphs (D), (E), (F), (G), (H), (I), 
(J), or (K) of subsection (c)(4) at an existing 
full-service community school described in 
paragraph (1); or
``(x) funding an evaluation of activities 
supported by the grant under this section by--
``(I) regularly tracking full-
service community school data;
``(II) supporting full-service 
community schools in collecting data 
for analysis, evaluation, and 
continuous improvement; or
``(III) carrying out an evaluation 
of the effects of each existing full-
service community school described in 
paragraph (1) that is supported under 
this section and an evaluation of the 
cumulative effects of all full-service 
community schools.
``(4) Expansion grant report.--At 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 student opportunities and 
outcomes, including academic achievement;
``(B) demonstrates district-wide collaboration for 
the full-service community schools;
``(C) includes school climate information for all 
full-service 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 full-service 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 and 
funding as a result of the full-service 
community school program supported under this 
subsection, including--
``(I) any significant shifts in how 
Federal, State, or local funding is 
used to support the full-service 
community school program;
``(II) any additional resources 
being provided, including resources 
from the State, local educational 
agency, or philanthropy or community-
based organizations; and
``(III) whether funds and resources 
described in subclauses (I) and (II) 
will be available beyond the duration 
of the grant period.
``(e) Renewal.--
``(1) In general.--Notwithstanding 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 opportunity and achievement 
gaps, school climate, and school attendance.
``(2) Use of funds.--An eligible entity that has a grant 
renewed under this subsection shall--
``(A) use the grant funds provided for activities 
described in subsection (c)(4), 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 general.--A State receiving a grant under 
subsection (a)(1)(B) shall use the grant for the planning, 
implementation, and expansion of full-service community schools 
in the State, in accordance with paragraph (3).
``(2) Applications.--A State 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 full-service 
community school efforts in the State 
educational agency.
``(C) A description of the full-service 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 10 percent of the grant 
funds awarded under this subsection for the 
administration costs of the grant; and
``(ii) not less than 90 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 (3)(A).
``(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 full-service 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 activities.--A 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 full-service community schools or sustain 
existing full-service community schools as of the date 
of receiving funds for the subgrant, and distribute 
such subgrants in a manner that ensures that Federal 
resources are going to students who need those 
resources;
``(B) establish goals and a timeline 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 in 
accordance with paragraph (4);
``(D) develop or provide resources to help local 
educational agencies in the State identify, assess 
needs for, and implement full-service community schools 
throughout the State;
``(E) establish goals and a timeline on the 
implementation and expansion of full-service community 
schools throughout the State;
``(F) provide resources to foster statewide 
engagement on the social, emotional, mental health, and 
academic benefits of implementing full-service 
community schools;
``(G) develop a plan to include full-service 
community schools in the State plans under section 1111 
and for long-term State support of full-service 
community schools;
``(H) work with State legislatures to support full-
service 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 full-service community schools to 
local educational agencies or schools.
``(4) Steering committee.--
``(A) In general.--Each State educational agency 
receiving a grant under this subsection shall establish 
a State-level steering committee (which may be a 
previously existing team) that represents relevant 
full-service community schools stakeholders and service 
providers participating in the full-service community 
schools model, which may include--
``(i) students, families, educators, 
principals, and other school leaders of 
identified eligible schools;
``(ii) service providers, including 
potential service providers, and system-level 
partners, such as government agencies, Indian 
Tribes, Tribal organizations, Native Hawaiian 
organizations, relevant labor organizations, 
and nonprofit and other community-based 
partners; and
``(iii) community members, such as 
residents, community led councils, local 
businesses, stakeholders, early childhood 
education providers, hospitals or clinics, 
community-based organizations, and local 
nonprofit organizations.
``(B) Composition.--The steering committee shall 
include not less than 10 members and shall be chaired 
by a full-service community school stakeholder, or co-
chaired by a full-service community school stakeholder 
and a representative of the State educational agency.
``(C) Authority.--The State educational agency 
receiving a grant under this subsection may give the 
steering committee authority to make decisions about 
the design, implementation, and evaluation of State 
efforts relating to grants under this subsection.
``(D) Public meeting.--Meetings of the steering 
committee shall be open to the public.
``(E) Technical assistance center.--If the State 
educational agency chooses to operate a State technical 
assistance center, as described in paragraph (5)(B), 
the steering committee shall be responsible for such 
center.
``(5) Permissible activities.--A 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 full-service 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 full-service 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 and linguistically 
competent pedagogy and practices;
``(G) work with local educational agencies, and 
partner organizations who are committed to working with 
local educational agencies to adopt or expand full-
service community schools in the State, on the planning 
and sustainability of the State full-service 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 full-service community schools, including 
resources for career and technical education;
``(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 full-service community school efforts; or
``(J) work with local educational agencies to--
``(i) support and expand full-service 
community schools for local educational 
agencies that make a commitment to sustain 
activities supported by a grant under this 
section beyond 2 years after the term of the 
grant; and
``(ii) ensure that funding available to 
local educational agencies that receive a 
subgrant under paragraph (3) is commensurate 
with the number of schools that will be served 
with subgrant funds.
``(6) Continuation grants.--Notwithstanding 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).
``(7) State grant evaluation and report.--At the end of the 
grant period for a grant under this subsection (including any 
continuation grant awarded under paragraph (6)), each eligible 
State shall undergo an evaluation designed by the Secretary. 
The evaluation shall include, at a minimum, each of the 
following:
``(A) An evaluation of full-service community 
schools in the State at the beginning of the grant 
period, as compared to those schools at the end of the 
grant period, including the following data 
disaggregated by subgroups of students, as defined in 
section 1111(c)(2):
``(i) Information regarding the outcomes 
for students, including the following data 
disaggregated by subgroups of students, as 
defined in section 1111(c)(2):
``(I) Student attendance and 
chronic absenteeism rates.
``(II) Student discipline rates, 
including suspensions and expulsions.
``(III) Student graduation rates.
``(ii) Information on the number, 
qualifications, and retention of school staff, 
including--
``(I) the numbers and percentages 
of fully certified teachers and 
teachers who are fully certified in the 
area they are assigned to teach, 
disaggregated by race and ethnicity; 
and
``(II) rates of teacher turnover.
``(B) An analysis of the progress on meeting the 
goals described in paragraph (3)(B), which may be 
accomplished by including data on--
``(i) school climate information, which may 
come from student, parent, or teacher surveys;
``(ii) family and community engagement 
efforts and impact;
``(iii) school provision of integrated 
student supports and community services;
``(iv) expanded and enriched learning time 
and opportunities;
``(v) changes in school spending 
information and funding as a result of the 
full-service community school programs 
supported under this subsection, including any 
significant shifts in how Federal, State, or 
local funding is used to support the full-
service community school program and any 
additional resources being provided, including 
from the State, local educational agency, or 
philanthropy or community-based organizations, 
and whether these funds and resources will be 
available beyond the duration of the grant 
period; and
``(vi) 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 stakeholders and service 
providers participating in the full-
service community schools model, such 
as--
``(aa) students, families, 
educators, principals, and 
other school leaders of 
identified eligible schools;
``(bb) service providers, 
including potential service 
providers, and system-level 
partners, such as government 
agencies, Indian Tribes, Tribal 
organizations, Native Hawaiian 
organizations, relevant labor 
organizations, and nonprofit 
and other community-based 
partners; and
``(cc) community members, 
such as residents, community 
led councils, local businesses, 
stakeholders, early childhood 
education providers, hospitals 
or clinics, community-based 
organizations, and local 
nonprofit organizations;
``(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.
``(g) Bureau of Indian Education and Tribally-Controlled Full-
Service Community Schools Program.--
``(1) In general.--The Secretary, in coordination with the 
Secretary of the Interior, and in consultation with Indian 
Tribes, shall--
``(A) develop and implement a full-service 
community schools program plan for elementary and 
secondary Bureau schools (as defined in section 1141 of 
the Education Amendments of 1978 (25 U.S.C. 2021)); and
``(B) award planning and capacity building, 
implementation, expansion and renewal grants to 
elementary and secondary Bureau-funded schools 
described in subparagraphs (B) and (C) of section 
1141(3) of the Education Amendments of 1978 (25 U.S.C. 
2021(3)).
``(2) Special rule.--The Secretary, in consultation with 
the Secretary of the Interior and Indian Tribes, may waive any 
requirement under this section or prescribe an alternative or 
substantially similar requirement if the Secretary finds that 
the waiver or alternative requirement is necessary for the 
effective delivery and administration of activities under this 
section.
``(h) Report to Congress.--
``(1) In general.--Not later than 5 years after the date of 
enactment of the Full-Service Community School Expansion Act of 
2026, the Secretary shall prepare and submit to Congress a 
report on the impact of the full-service community school 
program supported under this section.
``(2) Public availability.--The 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) Contents.--The report shall include--
``(A) data gathered under the program under this 
section, in the aggregate and disaggregated by the 
categories described in subsection (d)(2)(B)(i);
``(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.
``(i) Technical Assistance.--
``(1) Assistance and support.--From 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 may consist of--
``(A) national and regional meetings for the 
personnel of full-service community schools; and
``(B) implementing strategies in the following key 
areas:
``(i) Leveraging and coordinating the 
resources of other Federal, State, Indian 
Tribe, Tribal organization, Native Hawaiian 
organization, 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 any 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 evidence-based elements and 
advantages of full-service community schools, 
including references to governmental and 
nonprofit reports.
``(iv) Assisting a local educational agency 
in forming a task force to study the creation 
and administration of full-service 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 full-service 
community school partners, research 
institutions with full-service 
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 States, Indian Tribes, 
Tribal organizations, Native Hawaiian 
organizations, elementary and secondary Bureau-
funded schools (as described in subparagraphs 
(B) and (C) of section 1141(3) of the Education 
Amendments of 1978), 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 full-service 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 general.--From amounts made available to 
carry out this subsection, the Secretary may establish 
a technical assistance center to provide technical 
assistance to full-service community schools, eligible 
entities, and States under this section.
``(B) Requirements.--The technical assistance 
center shall be overseen and designed by the national 
steering committee described in paragraph (1)(B)(v) and 
may include representatives from the State steering 
committees described in subsection (f)(3)(C).''.
(d) Conforming Amendments.--Section 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 neighborhoods.--The 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--
``(A) that have--
``(i) high concentrations of low-income 
individuals; and
``(ii) multiple signs of distress, which 
may include high rates of poverty, childhood 
obesity, academic challenges, and juvenile 
delinquency, adjudication, or incarceration; 
and
``(B) that may have schools implementing 
comprehensive support and improvement activities or 
targeted support and improvement activities under 
section 1111(d).
``(2) Full-service community schools authorized.--The 
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 subpart'' 
each 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)''.
<all>