2023 01 13 WHITE HOUSE TOOLKIT - Federal Resources To Support Community Schools PDF
2023 01 13 WHITE HOUSE TOOLKIT - Federal Resources To Support Community Schools PDF
2023 01 13 WHITE HOUSE TOOLKIT - Federal Resources To Support Community Schools PDF
Federal Resources to
Support Community
Schools
1
TABLE OF CONTENTS
Introduction................................................................................................................................3
Section I. Federal Funding Sources that May be Used to Support Community
Schools.....................................................................................................................7
A. Integrated Student Supports.............................................................................9
B. Active Family and Community Engagement................................................60
C. Expanded and Enriched Learning Time and Opportunities......................65
D. Collaborative Leadership Practices................................................................72
2
Introduction
The Biden-Harris Administration recognizes the critical role community schools play in providing
comprehensive services to students that promote their academic achievement and overall well-being. In
the most recent bipartisan funding bill, the President secured $150 million for the Full-Service Community
Schools program. This means the program is twice as large as last year and five times as large as when
President Biden came into office.
This toolkit is designed primarily to help community school leaders, coordinators, advocates, and other
stakeholders understand the current scope of federal funding that can be used to support community
schools. This toolkit identifies federal resources that can support one or more of the four pillars of an
evidence-based community school and bolster community schools’ success: 1) integrated student
supports; 2) active family and community engagement; 3) expanded and enriched learning time and
opportunities; and 4) collaborative leadership practices.
• Section I of this toolkit lays out the federal funds that may be used to support community schools.
The section is organized by community school pillar, as explained later in the introduction.
• Section II describes tools and resources provided by the U.S. Department of Education and non-
governmental organizations to help state educational agencies, school districts, K-12 schools, and
community members understand not only what community schools are, but how they operate
and the benefits they bring to students and families.
By identifying the range of both formula-based and competitively-awarded federal funding that can
support the community school approach, this toolkit will help local and state educational agencies,
schools, community members, and other organizations understand how they can identify, braid, and
blend different federal funding opportunities.1 Understanding the current scope of federal funding
resources to support community schools will also help schools sustain their operations over the long term
and provide a range of supports to students and their families.2 Funding from these federal programs
should be supplemented with local resources that help promote community schools’ student-centric
approaches to educational success.3
Although not covered in this toolkit, organizations can also leverage Medicaid-funded school-based health
services to support community schools. Specifically, Medicaid state agencies may allow schools to bill for
1
The terms “blend” and “braid” mean different things in this context. “Braiding” occurs when districts coordinate
funds from different sources for one purpose, but each of the funds maintains its own requirements. On the other
hand, “blending” combines funds into a single pot that has its own requirements. Funds do not maintain their
identity in this broader pot. There may be important constraints to consider when blending funds, such as match
requirements or restrictions in the grants themselves that prevent blending. Howard-Brown, B., & Zuber, Tara.
(2022, March 16). Braiding and Blending Funds: Learning, Collaborating and Understanding. Comprehensive Center
Network. Retrieved November 2, 2022, from https://region9cc.org/blog/braiding-and-blending-funds-learning-
collaborating-and-understanding.
2
This toolkit was compiled in fall 2022; as such, it is not intended to act as a comprehensive list of all federal
sources of funding in the long term, but rather an overview of key opportunities at that time. Please reach out to
the Points of Contact listed with each grant program for more information on a grant’s availability, and please also
visit www.grants.gov for additional relevant opportunities.
3
In many instances, Federal funds must supplement non-Federal funding. Many programs have supplement not
supplant requirements. Please carefully review all requirements for the Federal grant before applying.
3
care coordination, including the time that Integrated Student Support Coordinators and Community
School Coordinators/Directors spend on that task. The Centers for Medicare Services’ forthcoming
publications will contain more details on how schools can pay school-based providers for the time they
spend on care coordination.
4
The United States Government. (2021, January 21). Executive order on advancing racial equity and support for
underserved communities through the Federal Government. The White House. Retrieved October 27, 2022, from
https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/executive-order-advancing-racial-
equity-and-support-for-underserved-communities-through-the-federal-government/.
5
Each Federal agency enforces various federal statutes and regulations that prohibit discrimination by recipients of
Federal financial assistance. If a person believes s/he has been discriminated against because of membership in a
protected group, that person may file a complaint with the agency’s civil rights enforcement division. Recipients of
Federal financial assistance must also comply with Federal civil rights laws. The programs or activities of recipients
of Federal financial assistance must also comply with Title VI, Title IX, Section 504, and the Age Discrimination Act
of 1975, and their regulations. The term “program or activity” is defined by these statutes to mean all of the
operations of the following recipients: an entire corporation, partnership or other private organization receiving
assistance—(A) If the assistance is extended to such an entity as a whole, or (B) if the entity is principally engaged
in the business of providing education, health care, housing, social services, or parks and recreation, and
otherwise, in the case of a corporation, partnership, or other private organization, the entire plant or other
comparable, geographically separate facility receiving assistance; a department, agency, special purpose district, or
other instrumentality of a State or of a local government receiving assistance; the entity of a State or local
government that distributed assistance and each department and agency to which assistance is extended; a
college, university, or other post-secondary institution or public system of higher education receiving assistance; a
local educational agency (as defined in 20 U.S.C. 7801), system of vocational education, or other system of
education receiving assistance; and an entity established by two or more of the types of entities listed above.
In addition, it is important to note that the definition of Federal financial assistance includes more than money. It
includes the provision of valuable services, detail of federal personnel, donation of federal property and interests
in property, sale and lease of and permission to use federal property below market value and any other federal
agreement, arrangement or other contract (excluding contracts of insurances, procurement, or guaranty), which
has as one of its purposes the provision of assistance.
4
Understanding Community Schools and Their Role in K-12 Education
What is a community school?
Community schools provide a range of high-quality academic and enrichment programs and integrated
supports to students and their families to address in- and out-of-school barriers to learning. The
Elementary and Secondary Education Act of 1965 defines a full-service community school as a public
elementary or secondary school that participates in a community-based effort to coordinate and
integrate educational, developmental, family, health, and other comprehensive services through
community-based organizations and public and private partnerships; and provides in-school access to
such services to students, families, and the community. This access includes during the school year,
before and after school – including on weekends – and during the summer.6
A community school’s approach to delivering student services may be identified through a needs
assessment, during which students, families, and community members collaborate to determine the gaps
in services or opportunities that exist in their community. After these initial needs are identified, a
community school will collaborate with non-profit organizations, private organizations, and public
agencies to meet those needs while leveraging the assets of the community.
These schools focus on meeting the needs of students in their communities, from physical and mental
supports to after-school programming and tutoring.7 According to this survey of research conducted by
the Learning Policy Institute, well-implemented community schools can help improve student outcomes
and support the educational needs of students, particularly low-income students in high-poverty schools.
6
Department of Education. (2018, March 5). Full-Service Community Schools Program. Retrieved October 31, 2022
from https://www2.ed.gov/programs/communityschools/index.html; Elementary and Secondary Education Act of
1965. (2022, July 6). 20 U.S.C. 7272 § 4622 Definitions. Retrieved October 31, 2022 from
https://www.govinfo.gov/content/pkg/COMPS-748/pdf/COMPS-748.pdf.
7
Children's Aid Society. (n.d.). Community Schools: Frequently Asked Questions. National Center for Community
Schools. Retrieved November 2, 2022, from https://nycourts.gov/ip/justiceforchildren/PDF/NYS%20Summit-
Additional%20Resources/P8%20-%20Community%20Schools%20-%20FAQs.PDF.
8
Learning Policy Institute. (n.d.). Infographic: What the Four Pillars of Community Schools Look Like in Action.
Retrieved November 2, 2022, from https://learningpolicyinstitute.org/sites/default/files/product-
files/Community_Schools_Effective_INFOGRAPHIC.pdf.
9
Maier, A., Lam, L., Oakes, J., Daniel, J. (2017, December 14). Community Schools as an Effective School
Improvement Strategy: A Review of the Evidence. Resources - Learning Policy Institute. Retrieved October 31,
2022, from https://learningpolicyinstitute.org/product/community-schools-effective-school-improvement-report.
5
program.10 On the path to becoming a community school, schools may choose to adopt one pillar before
working to adopt others.
10
Department of Education. (n.d.). Notice Inviting Applications: FY 22 Full-Service Community Schools Program.
Retrieved October 31, 2022, from https://www.federalregister.gov/documents/2022/07/13/2022-
15091/applications-for-new-awards-full-service-community-schools-program.
11
Learning Policy Institute. (n.d.). Infographic: What the Four Pillars of Community Schools Look Like in Action.
Retrieved November 2, 2022, from https://learningpolicyinstitute.org/sites/default/files/product-
files/Community_Schools_Effective_INFOGRAPHIC.pdf.
6
Expanded and enriched learning time and opportunities, performed through
evidence-based strategies (including before-school, afterschool, during-
school, weekend, and summer learning and enrichment programs) provide
additional academic instruction, individualized academic support, enrichment
activities, or learning opportunities for students at a community school. These
activities may 1) emphasize real-world and project-based learning, where
students can apply their learning to contexts that are relevant and engaging;
and 2) incorporate art, music, drama, creative writing, hands-on experience with engineering or science
(including computer science), career and technical education, tutoring that is aligned with classroom
success and homework help, or recreational programs that enhance and are consistent with the school’s
curriculum.
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This list may not be fully comprehensive, as federal grant programs may be created – or ended – in the future.
7
and providing digital literacy programs for students.13 States can also blend and braid funding from non-
federal – e.g., state and local – sources to meet the needs of their local communities. Grantees should
consider the breadth of federal and non-federal opportunities when seeking support for community
schools.
The grants listed below are organized around the four pillars of a community school: integrated student
supports, expanded learning time and opportunities, collaborative leadership practices, and family and
community engagement. The icons below will be used to indicate which of the four pillars a grant program
aligns to if it aligns with more than one pillar.
13
BroadbandUSA. (n.d.). Federal Funding. Retrieved November 2, 2022, from
https://broadbandusa.ntia.doc.gov/resources/federal/federal-funding; BroadbandUSA. (n.d.). Digital Inclusion.
Retrieved November 2, 2022, from https://broadbandusa.ntia.doc.gov/resources/federal/federal-funding.
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Community School Coordinators/Directors work under the daily guidance of the Principal. They work to co-
design, develop, and supervise all community school programming in the school including attendance support and
interventions; family support services; family engagement and community-building; health and wellness services;
and enrichment activities, including those that occur during the school day, after school, and summer. More
information is provided in Appendix 1.
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Pillar 1: Integrated Student Supports
Schools and communities can provide students with integrated supports in many different ways,
depending on the community’s assets and needs. One example of this pillar’s successful implementation
comes from Finger Lakes Community Schools, which is supporting the development of culturally
responsive, trauma-informed community schools. Supported schools have the capacity to deliver a
continuum of evidence-based and restorative practices organized to meet the needs of all students.
Resources are organized with a Multi-Tiered System of Supports, which is a public health model
adapted for educational settings. This model encourages promotion of health, prevention of harm, and
early intervention to prevent crisis. Finger Lakes Community Schools will also provide technical
assistance and training to schools by creating clarity through on-the-spot support, accessible toolkits,
and shared communities of practice.
How Funds Can Support These funds are made available to schools through a State or Territory
Community School Activities that was successfully awarded a School Breakfast Expansion Grant.
Funds can be used by schools to support increased breakfast
participation - including establishing new school breakfast programs,
promoting school breakfast, and developing alternative programs like
breakfast after the bell or breakfast in the classroom.
Timing or Status This grant was only open to U.S. territories in FY 2022, but that may
change in future years.
Other Information (Technical These grants are used to support and expand the School Breakfast
Assistance, Community Program only in schools that meet the definition of severe need where
School Coordinator, etc.) 40 percent of students are free and reduced-price meal eligible. The
funding cannot be used to support programs or support services.
For Additional Information View Opportunity | GRANTS.GOV
Point of Contact [email protected]
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Funding Mechanism Competitive grant
Description Helps support training and technical assistance for school nutrition
professionals, nutrition education for students and their caregivers, and
activities to build healthy school nutrition environments.
How Funds Can Support USDA TNTG can support community school activities in a variety of ways
Community School Activities depending upon the funding objectives for a particular fiscal year. Funds
may be use d to improve the nutritional content of school meals, a
critical support for students. Funds may also be used to develop and
deliver nutrition education aligned with the Dietary Guidelines for
Americans for students and their caregivers, and support training for
school nutrition professionals or teachers including providing substitute
pay so they may attend training. In some cases, funds may also be used
for garden activities and farm field trips which provide nutrition
education and can support academic success through experiential
exposure to nutrition and science. Working in school gardens can
increase time outdoors, which has been shown to improve the mental
and social and emotional health of students. Potential applicants must
carefully review the TNTG Request for Applications in order to
determine if/which community schools activities fit into the funding
objectives for the specific fiscal year.
TNTG are awarded each year, pending the availability of funding. Grant
objectives, within the parameters of the legislative authority for the
grants, are determined each year based upon USDA priorities.
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An informational webinar is provided each year when the RFA is
released.
For Additional Information https://www.fns.usda.gov/tn/team-nutrition-training-grants
Point of Contact [email protected]
The program supports many farm to school activities that are identified
in the Request for Application (RFA) such as developing a school garden;
developing and implementing an agricultural education curriculum;
creating an action plan for farm to school programming; and
coordinating services to increase access to local foods in eligible schools.
Timing or Status This is an annual grant opportunity, with the most recent announcement
posted in October 2022. The timing of the announcement may vary from
year to year.
Other Information (Technical Schools, school districts, and State agencies (including State Educational
Assistance, Community Agencies) are eligible applicants, as long as they administer or partner
School Coordinator, etc.) with the State agency that administers one or more Food and Nutrition
Service CNP.
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For Additional Information https://www.fns.usda.gov/f2s/farm-school-grant-program
Point of Contact [email protected]
How Funds Can Support USDA provides equipment assistance grant funding to State agencies,
Community School Activities who in turn, go through a competitive application process to award the
grant funds to school districts that participate in the National School
Lunch Program. School districts use the funds to purchase upgraded
equipment that support serving healthier meals, including those sourced
from local foods; implementing scratch cooking; establishing or
expanding school breakfast; storing fresh food; and improving food
safety. Previous grantees stated that the grant has afforded them the
opportunity to purchase new and updated equipment, such as warming
cabinets and reach in refrigerators, which help them execute a more
complex and appealing menu. The updated equipment results in higher
quality meals and an increase in program participation.
Timing or Status These funds ($80M) are available through the State agencies beginning
in Fall 2022.
Other Information (Technical These grants are specifically for equipment for the school food service
Assistance, Community and cannot be used to support services or programs.
School Coordinator, etc.)
For Additional Information FY 2021 NSLP Equipment Assistance Grants for School Food Authorities |
Food and Nutrition Service (usda.gov)
Point of Contact [email protected]
How Funds Can Support Funds are used to purchase, construct, and / or improve essential
Community School Activities community facilities, purchase equipment, and pay related project
expenses. Essential community facilities include K-12 public schools,
charter schools, head start centers, childcare centers, libraries,
community colleges, and private non-profit universities.
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Timing or Status Funding is available on October 1st or after the enactment of the
appropriations act. Funding expires on September 30th.
Other Information (Technical Eligible applicants include public bodies, community-based nonprofits,
Assistance, Community or Federally recognized tribes. Facilities and projects must be located in
School Coordinator, etc.) – and primarily serve – rural areas. Grants can cover up to 75 percent of
eligible project costs based on population and median household
income of the population served.
For Additional Information Community Facilities Direct Loan & Grant Program | Rural Development
(usda.gov)
Point of Contact Please visit this website, Community Facilities Direct Loan & Grant
Program | Rural Development (usda.gov), and use the drop-down menu
to locate the contact information for your state.
How Funds Can Support Funding from this program can support provision of educational and
Community School Activities medical services at schools by supporting the acquisition of the
technology (equipment hardware and software) and training necessary
to provide real-time interactive sessions between educational (or
medical) professionals and students (or patients).
Examples of how this grant has been used to support Pillar 1, Integrated
Student Supports, are included below. All examples come from the 2021
awardees.
1) East Guernsey Local School District (Ohio)
This Rural Development investment will be used to combat Opioid and
other Substance Use Disorder (SUD) Treatment Services via education
and telehealth services. The primary purpose of the project is to help
the community through education services that strengthen the
knowledge around the effects of substance abuse, mental health
counseling, and accessing programs around the world. This project will
also provide science, technology, engineering and mathematics (STEM)
education within schools and telehealth solutions, so nurses can connect
to doctors and professionals at partner locations. The project is
projected to serve over 2,000 rural residents, both students and other
members of the community.
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2) New London Local School District (Ohio)
This Rural Development investment will be used to provide behavioral
health resources, including substance use services and supports for
students and families in the district through a partnership with the
Huron County Board of Mental Health and Addiction Services.
Additionally, through technology, the School District will seek to further
its Substance Use – Community Youth Resiliency Project Work. This
programming is a partnership with county and local organizations
providing a wide variety of proven, successful enrichment programs that
are offered to teens via the Boys & Girls Clubs of Northeast Ohio
(BGCNEO). The total population that will utilize the technology will be
approximately 1,200 students in the school district.
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Program AmeriCorps VISTA Projects
These awards support projects that enhance services and resources that
contribute to improved educational outcomes for economically-
disadvantaged children, with a goal of building local capacity to ensure
sustainability once VISTA resources are withdrawn.
How Funds Can Support AmeriCorps members can support a number of activities that build or
Community School Activities expand integrated student supports, including recruiting and training
mentors and tutors; establishing college access centers; mobilizing
partnerships to support wraparound services; developing drug use
prevention programs to educate youth about their dangers; and
leveraging cash and in-kind resources and developing new programs. For
example, AmeriCorps members within the Flint (MI) Community School
Corps create systems to connect the school administration, parents,
social service supports and community members in ways that improve
academic and attendance outcomes. They monitor student attendance,
collect and manage data, recruit community and parent volunteers,
engage neighborhood partners, and create and lead enrichment
programs. Please see this link for more information.
15
three to five years and are developed with a goal to phase out the need
for AmeriCorps members while project activities continue.
How Funds Can Support Funds may be used to support the hiring or salary of a Community
Community School Activities School Coordinator/Director and academic enrichment if a Community
School has greater than 10% military-connected population and are
therefore eligible for Department of Defense Education Activity (DoDEA)
grants.
Timing or Status The most recent announcement had a deadline of 4/8/2022 (typically
early April), although the timing may not be consistent from year to
year. There are currently no open opportunities available. Funding is
typically available in late January through early April.
16
Other Information (Technical Any Local Educational Agency (LEA) awarded a grant under this
Assistance, Community announcement must use the funds to support programs that can be
School Coordinator, etc.) continued beyond the grant period and demonstrate approaches that
could be disseminated to and duplicated in other LEAs.
Department of Education
Full-Service Community Schools Program (FSCS)
17
Applications are required to include plans to ensure that each full-
service community school site has a full-time coordinator of pipeline
services at such school, including a description of the applicable funding
sources, plans for professional development for the personnel
managing, coordinating, or delivering pipeline services, and plans for
joint utilization and management of school facilities.
For Additional Information https://oese.ed.gov/offices/office-of-discretionary-grants-support-
services/school-choice-improvement-programs/full-service-community-
schools-program-fscs/
Point of Contact [email protected]
Title I, Part A
A schoolwide program school may consolidate its Title I funds along with
other Federal education funds with State and local funds. In doing so,
the Federal funds lose their Federal identity and need not be tracked
separately. Moreover, the school need not meet many of the statutory
and regulatory requirements of the other Federal programs whose funds
18
it consolidates provided it meets the intent and purposes of those
programs.
How Funds Can Support Schoolwide program: Based on its comprehensive needs assessment, a
Community School Activities school operating a schoolwide program may use funds, for example, for
the following activities:
19
educators (including accessible devices and software needed by
students with disabilities).
• Two-generation approaches that consider the needs of both
vulnerable children and parents, together, in the design and
delivery of services and programs to support improved
educational, health, safety, and other outcomes that address
the issues of intergenerational poverty.
Timing or Status Funds are awarded to SEAs and LEAs by formula annually.
Other Information (Technical ESSA Schoolwide Guidance September 2016 (PDF) (ed.gov)
Assistance, Community
Schools Coordinator, etc.)
For Additional Information Improving Basic Programs Operated by Local Educational Agencies (ESEA
Title I, Part A) - Office of Elementary and Secondary Education
Program Student Support and Academic Enrichment Grants (Title IV, Part A)
Funding Mechanism Formula grants to SEAs, formula subgrants to LEAs
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Description Flexible funds intended to ensure that all districts have access to
programs that foster safe and healthy students, provide students with a
well-rounded education, and increase the effective use of technology in
our nation's schools. Allowable activities include strategies to promote a
positive school climate, such as mental health supports; professional
development; PBIS; SEL; mentoring and counseling; and trauma-
informed practices. Other allowable activities include those related to
improving the use of technology by students and providing students
with access to a well-rounded education, as described in the link below.
Timing or Status Funds are awarded to SEAs and LEAs by formula annually.
Other Information (Technical
Assistance, Community
Schools Coordinator, etc.)
For Additional Information https://oese.ed.gov/offices/office-of-formula-grants/safe-supportive-
schools/student-support-and-academic-enrichment-program/
How Funds Can Support ESSER funds must be used to prevent, prepare and respond to the
Community School Activities COVID-19 pandemic, which may include using these funds to expand
existing full-service community schools and to implement the model in
schools that are not currently community schools.
21
Program Governor’s Emergency Education Relief Fund (GEER)
Funding Mechanism Formula grants to Governors
Description Provides grants to Governors for the purpose of providing LEAs,
Institutions of Higher Education (IHEs), and other education related
entities with emergency aid assistance to prevent, prepare for and
respond to COVID-19.
How Funds Can Support GEER funds must be used to prevent, prepare and respond to the
Community School Activities COVID-19 pandemic, which may include supporting full-service
community schools as part of their efforts to address the impact of
COVID-19 on student social, emotional, mental health, and academic
needs.
Timing or Status All funds for this program have been awarded.
Other Information (Technical
Assistance, Community
School Coordinator, etc.)
For Additional Information https://oese.ed.gov/offices/education-stabilization-fund/governors-
emergency-education-relief-fund/
How Funds Can Support Local school districts have discretion to determine how to spend these
Community School Activities grant funds.
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Other Information (Technical Local school districts with concentrations of children residing on Indian
Assistance, Community lands, military bases, low-rent housing properties, or other Federal
School Coordinator, etc.) properties may apply. Impact Aid was designed to assist local school
districts that have lost property tax revenue due to the presence of tax-
exempt Federal property.
For Additional Information https://oese.ed.gov/offices/office-of-formula-grants/impact-aid-
program/
Point of Contact [email protected]
How Funds Can Support Funds can be used to implement a multi-tiered system of support for
Community School Activities students.
Timing or Status Grant Application runs when appropriations are available at the
discretion of the Agency. Please check the Federal Register under NIAs.
The last round of funding was available 7/22/19.
Other Information (Technical LEAs, or consortia of LEAs, as defined by section 9101(41) of the ESEA
Assistance, Community are eligible to apply. Eligibility under this discretionary grant competition
School Coordinator, etc.) is limited to LEAs that have never received a grant under SCTG-LEA.
For Additional Information https://oese.ed.gov/offices/office-of-formula-grants/safe-supportive-
schools/school-climate-transformation-grant-local-educational-agency-
grants-program/
Point of Contact [email protected]
How Funds Can Support Upward Bound provides fundamental support to participants in their
Community School Activities preparation for college entrance. Upward Bound serves: high school
students from low-income families; and high school students from
families in which neither parent holds a bachelor's degree. Activities
could include academic instruction in mathematics, laboratory sciences,
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composition, literature, and foreign languages, tutoring, counseling,
mentoring, and cultural enrichment.
Timing or Status Grant Application runs from year- to- year. Please check the Federal
Register under NIAs competition at: www.federalregister.gov for the
next round.
Other Information (Technical This Grant services IHEs, public and private agencies and organizations
Assistance, Community including community-based organizations with experience in serving
School Coordinator, etc.) disadvantaged youth, combinations of such institutions, agencies and
organizations, and as appropriate to the purposes of the program,
secondary schools.
For Additional Information https://www2.ed.gov/about/offices/list/ope/trio/index.html
Point of Contact [email protected] or [email protected]
How Funds Can Support Funds may be used by a MHSP grantee to place school-based mental
Community School Activities health graduate students in high-need schools.
Timing or Status Grant Application run when appropriations are available at the
discretion of the Agency. Please check the Federal Register under NIAs.
Other Information (Technical High-need LEAs, SEAs on behalf of one or more high-need LEAs, and
Assistance, Community institutions of higher education (IHEs) are eligible to apply.
School Coordinator, etc.)
For Additional Information https://oese.ed.gov/offices/office-of-formula-grants/safe-supportive-
schools/mental-health-service-professional-demonstration-grant-
program/
Point of Contact [email protected]
How Funds Can Support Proposing a plan to recruit and retain the number of credentialed
Community School Activities services providers serving students in LEAs with demonstrated need.
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Timing or Status Grant Application runs when appropriations are available at the
discretion of the Agency. Please check the Federal Register under NIAs.
Other Information (Technical LEAs with demonstrated need and SEAs on behalf of LEAs with
Assistance, Community demonstrated need are eligible to apply.
School Coordinator, etc.)
For Additional Information https://oese.ed.gov/offices/office-of-formula-grants/safe-supportive-
schools/school-based-mental-health-services-grant-program/
Point of Contact [email protected]
25
Point of Contact [email protected] or the other points of contact listed at the
following link: Demonstration Grants for Indian Children (DEMO) - Office
of Elementary and Secondary Education
How Funds Can Support Funds can be used to hire community school coordinators and provide
Community School Activities direct services, by the grantee or grantee contractors, in support of in-
school and out of school time activities. Funds can also be used for
professional development and evaluation activities.
Timing or Status Grant competitions take place when appropriations are available and at
the discretion of the agency.
Other Information (Technical Eligible applicants include an IHE, Indian Tribe or Tribal organization, and
Assistance, Community one or more nonprofit entities working in formal partnership with not
School Coordinator, etc.) less than one of the following entities: a) A high-need LEA; b) An IHE; c)
The office of a chief elected official of a unit of local government; d) An
Indian Tribe or Tribal organization.
For Additional Information https://oese.ed.gov/offices/office-of-discretionary-grants-support-
services/school-choice-improvement-programs/promise-
neighborhoods-pn/
Point of Contact [email protected] or use the contact form at the following link:
Contact Us - Office of Elementary and Secondary Education
26
facilities, including capital improvement, alteration and renovation, and
equipment purchases.
How Funds Can Support Funds are used to expand school-based health center capacity to
Community School Activities provide primary health care services for school-aged children.
Timing or Status Active next funding cycle unknown. Funding is contingent upon the final
FY 23 appropriation.
Other Information (Technical This competitive funding opportunity is available for school-based health
Assistance, Community centers to address significant and pressing capital improvement needs,
School Coordinator, etc.) including alteration, renovation, and the purchase of equipment.
Allowable uses of SBHC grant funds can include the payment of salaries
for physicians, nurses, and other personnel (e.g., Community School
Coordinator). SBHC grant funds will be used to supplement, not
supplant, other federal or state funds.
For Additional Information https://bphc.hrsa.gov/funding/funding-opportunities/school-based-
health-centers
https://bphc.hrsa.gov/funding/funding-opportunities/school-based-
health-centers
Point of Contact Bureau of Primary Health Care
[email protected]
How Funds Can Support Mental health treatment and recovery services for children with Serious
Community School Activities Emotional Disturbance (SED) in school settings are allowable
expenditures through the MHBG.
Timing or Status The next round of funding will be in Fiscal Year 2023.
Other Information (Technical State Mental Health Agencies (SMHAs) may choose to direct some
Assistance, Community portion of the their MHBG funds to schools to assist in providing
School Coordinator, etc.) evidence based mental health services to children with SED. MHBG
funds may also be used to assist in the training of school staff on
providing evidence based mental health services to assist children with
27
SED and their families. SMHAs also fund First Episode Psychosis
Programs, which may develop outreach with schools.
How Funds Can Support Grant funds can provide mental health services for students with SED
Community School Activities and or Serious Mental illness within a community school.
Or the points of contact listed at this link: Grants for Expansion and
Sustainability of the Comprehensive Community Mental Health Services
for Children with Serious Emotional Disturbances | SAMHSA
Program Garrett Lee Smith (GLS) State/Tribal Youth Suicide Prevention and Early
Intervention Program
Funding Mechanism Competitive grant
Description These grants exist to support states and tribes with implementing youth
suicide prevention and early intervention strategies in schools,
institutions of higher education, educational institutions, juvenile justice
systems, substance use and mental health programs, foster care
systems, and other child and youth-serving organizations.
28
How Funds Can Support Community schools may be sub-granted these funds to provide
Community School Activities prevention and early intervention strategies to students.
Timing or Status Ten new GLS State/Tribal grantees were funded on August 30, 2022.
The timing of the programs new funding opportunity depends on the
budget for the year and the number of grantees ending their grant cycle.
Other Information (Technical The GLS State/Tribal grant program is dedicated to reducing suicide
Assistance, Community deaths among youth and young adults between the ages of 10-24. In
School Coordinator, etc.) the NOFO and in the GLS Memorial act that authorizes the grant
program, schools are identified as a service area for youth. Grantees
can use funds to train school staff and students in suicide prevention as
well as create screening protocols for youth. Many grantees create
suicide prevention programs and campaigns for schools. However,
schools, school districts, and SEAs are not eligible applicants.
For Additional Information Cooperative Agreements for the Garrett Lee Smith State/Tribal Youth
Suicide Prevention and Early Intervention Program | SAMHSA
Point of Contact [email protected]
How Funds Can Support Funding in the school context could be used to provide direct evidence-
Community School Activities based mental disorder treatment and services, including screening,
assessment, care management, therapy, and prevention for diverse and
at-risk children and adolescents.
29
juvenile justice system, on trauma-informed practices using provider
expertise or Network resources at the local, regional, or state levels.
Or the point of contact listed at this link: National Child Traumatic Stress
Initiative- Category III Community Treatment and Services Centers (CTS)
(publicsafetygrants.info)
How Funds Can Support To address the national surge in behavioral health needs among
Community School Activities children/adolescents, the PMHCA program is expanding consultative
support, training and technical assistance including to state and local
educational agencies, tribal educational agencies, and elementary and
secondary schools. These educational agencies and schools may reach
out directly to their state, jurisdiction, or tribal PMHCA grantee to learn
about the availability of consultative support.
30
Other Information (Technical Through enactment of the Bipartisan Safer Communities Act (P.L. 117-
Assistance, Community 159), the PMHCA Program received $80 million to expand the workforce
School Coordinator, etc.) capacity to address behavioral health needs of children and adolescents
in schools and emergency departments. HRSA currently funds 50
PMHCA awards to 43 states, as well as the District of Columbia, the U.S.
Virgin Islands, the Republic of Palau, the Commonwealth of the
Northern Mariana Islands, the Federated States of Micronesia and two
tribal areas – the Chickasaw Nation and the Red Lake Band of the
Chippewa Indians.
For Additional Information Pediatric Mental Health Care Access | MCHB (hrsa.gov). Schools can
reach out to their local PMHCA program for more information.
Point of Contact [email protected]
31
Notice of Funding Opportunity (NOFO) is forecasted SM23-001
forecasted December 2022, https://www.grants.gov/web/grants/view-
opportunity.html?oppId=342886
Other Information (Technical This grant can be used to support the salary of a Community School
Assistance, Community Coordinator.
School Coordinator, etc.)
Eligible entities are States; political subdivisions of States (e.g., county,
LEA); Indian tribes or tribal organizations (as defined in section 5304 of
title 25), health facilities, or programs operated by or in accordance with
a contract or grant with the Indian Health Service, or other domestic
public or private nonprofit entities.
How Funds Can Support States and community-based organizations are funded to implement
Community School Activities programming in schools across the nation utilizing evidence-based
effective program models or substantially incorporate elements of
effective programs that have been proven on the basis of scientific
research to change behavior. A key and significant goal of the program is
to provide program services to as many youth as possible and broaden
32
the reach over time. Although many youth are reached within school
systems, there are some youth who are reached in out-of-school
settings.
Other Information (Technical Training and Technical Assistance (T&TA) is funded to provide a cadre of
Assistance, Community resources and trainings to enhance the quality of services delivered to
School Coordinator, etc.) youth, to ensure programs are implemented with fidelity and
adaptations to evidence-based models are appropriate, and to provide
grantees with skills sets to achieve outcomes related to the prevention
of sexual activity, teen pregnancy, STIs and other risky behaviors among
youth. T&TA is provided individually, in small groups, and through an
annual grantee conference to address areas of need and to ensure
successful program implementation.
The We Think Twice is a social media campaign that was launched in July
2020. It is comprehensive digital media campaign designed with youth
for youth. The goal is to provide resources to shift perceptions and social
norms help youth form healthy relationships, set goals for the future,
and feel empowered to make healthy decisions to not use drugs, drink,
smoke, or engage in other risky behaviors.
Or the relevant point of contact listed at this link: About the Adolescent
Pregnancy Prevention Program | The Administration for Children and
Families (hhs.gov)
Program Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Program
Description The MIECHV Program funds states, territories, and tribal entities to
develop and implement voluntary, evidence-based home visiting
services for pregnant people and parents with children up to
kindergarten entry in communities that face greater risk and barriers to
achieving positive maternal and child health outcomes.
How Funds Can Support Home visiting services may be coordinated through school districts as
Community School Activities local implementing agencies (LIAs), funded by the MIECHV Program.
These LIAs directly provide comprehensive and voluntary home visiting
services to pregnant and parenting teens and children and families in
33
communities identified as at-risk for poor maternal and child health
outcomes to support their well-being and future academic success.
MIECHV statute identifies young adults who are pregnant or parenting
under the age of 21 as a priority population.
Timing or Status The FY 2022 awards were released in September 2022 with a project
period through September 2024.
Other Information (Technical MIECHV services may be available to eligible students who are pregnant
Assistance, Community or parenting in communities where services are provided. MIECHV
School Coordinator, etc.) statute establishes a priority population of pregnant and parenting
youth under 21 years of age. In FY 2021, the program reached over
140,000 parents and children in 1,065 counties nationwide.
How Funds Can Support For community schools that have identified teen pregnancy and/or STIs
Community School Activities as an issue to address, TPP funding can be used to support them in
leveraging their model to implement evidence-based programs or
evaluate their model/intervention as a promising practice and/or having
impact on rates of teen pregnancy or associated risk factors.
Forecasts have been posted that include est. release date, application
deadline, and award date:
• https://www.grants.gov/web/grants/view-
opportunity.html?oppId=342710
• https://www.grants.gov/web/grants/view-
opportunity.html?oppId=342732
34
• https://www.grants.gov/web/grants/view-
opportunity.html?oppId=342733
Other Information (Technical Funding may be used to support the hiring of a Community School
Assistance, Community Coordinator, if the position falls within the scope of the project as
School Coordinator, etc.) defined. Specifically, the TPP Tier 1 grants which replicate evidence-
based programs are to support implementation of programs by linking
adolescents to other support services they may need. If a school is
implementing EBPs through this funding, it would also be expected for
those youth to have access to support services to enhance program
implementation. Program research and demonstration TPP grantees
(Tier 2) may also partner with these sites to develop and test innovative
methods to reducing teen pregnancy which may include support
services. LEAs/schools/non-profits all fall under applicants that are
eligible to apply for TPP Program funding.
Or email [email protected]
How Funds Can Support Basic Center program grantees can partner with community schools to
Community School Activities increase awareness of RHY programs and services. Basic Center
programs provide temporary shelter and wraparound supports to youth
35
under age 18, and can be a resource for students and their families,
including counseling and comprehensive supportive services to increase
student success.
How Funds Can Support School personnel can contact their state F2F program for information on
Community School Activities tools and resources to support the health-related needs of children and
youth with special health care needs and their families. Below is the link
to identify F2Fs in specific states: https://familyvoices.org/affiliates/.
Funds potentially could be leveraged by schools to enhance early
screening for special healthcare need, linkage to care, family support for
adequate insurance and funding to pay for services, and training support
for MCH workforce.
Other Information (Technical Eligible applicants include any public or private entity. Technical
Assistance, Community assistance webinars are available to potential applicants.
School Coordinator, etc.)
For Additional Information Children and Youth with Special Health Care Needs (CYSHCN) | MCHB
(hrsa.gov)
Point of Contact [email protected]
36
Program Human Trafficking Youth Prevention Education (HTYPE) Demonstration
Program
Funding Mechanism Competitive grant
Description Funds LEAs to develop and implement programs to prevent human
trafficking victimization through the provision of skills-based human
trafficking training and education for school staff and students, and
develop protocols for referrals to community-based services and local
law enforcement.
How Funds Can Support HTYPE requires community coordination in equipping educators and
Community School Activities other staff to identify and respond to signs that students are at high risk
of or are currently experiencing human trafficking building student
knowledge, skills, and resilience.
How funds can support Health centers coordinate with schools to provide health services at
community school activities school-based service delivery sites. Funding can be used to support a
Health Center Program school-based service site located in a community
school.
Timing or Status Next funding deadline unknown. This funding is contingent upon the
final FY 23 appropriation.
Other Information (Technical Eligibility is limited to Health Center Program award recipients.
Assistance, Community
School Coordinator, etc.)
37
Schools, school districts, or state educational agencies are not eligible
applicants.
How Funds Can Support Community schools can partner with RHY SOP grantees to provide
Community School Activities wraparound supports to students and their families, including for youth
who have runaway or are in need of services such as clothing, hygiene,
and basic health care. The SOP provides street-based services to RHY
who have been subjected to or are at risk of being subjected to sexual
abuse, prostitution, sexual exploitation, and severe forms of human
trafficking in persons. Community schools who partner with RHY
grantees can enhance the ability to identify youth at risk of
homelessness and provide supports to youth in need.
Please also see the contact information at this link: Street Outreach
Program | The Administration for Children and Families (hhs.gov)
Child Care
38
Description Provides formula grants to states, territories, and tribes to help low-
income working families pay for child care and to improve the quality of
child care for all children. The program serves children under age 13.
How Funds Can Support States may choose to use CCDF funds to support the provision of child
Community School Activities care at schools, including out-of-school time care such as before- and
after-school and summer programs.
Timing or Status Funding is provided annually to states, territories, and tribes with
approved plans. States, territories, and tribes submit plans for federal
approval every three years.
Other Information (Technical Although schools and school districts are not eligible applicants, they
Assistance, Community may be sub-granted funding from states, territories and tribes.
School Coordinator, etc.)
For Additional Information https://www.acf.hhs.gov/occ;
https://childcareta.acf.hhs.gov/sites/default/files/public/coordinating-
ccdf-21stcclc-services.pdf
https://childcareta.acf.hhs.gov/ncase-resource-library
Point of Contact https://www.acf.hhs.gov/occ/contact-information/office-child-care-
regional-program-managers
How Funds Can Support Community schools can partner with Head Start and other early care
Community School Activities education providers to build comprehensive and continuous services.
Timing or Status The grants are awarded every 5 years. Additional grant opportunities
become available as increased funding becomes available.
Other Information (Technical Community Schools can identify local Head Start providers in their
Assistance, Community communities, with whom partnerships can be established to build
School Coordinator, etc.) comprehensive and continuous services to support family well-being;
parent, family, and community engagement; health and wellness
(nutrition, dental, physical, behavioral health); and transitions to other
learning sessions. The Head Start locator found at the webpage below is
a user-friendly tool.
39
For Additional Information Grants | The Administration for Children and Families (hhs.gov)
Point of Contact [email protected]
How Funds Can Support The DFC program provides grants to community coalitions to strengthen
Community School Activities the infrastructure among local partners to create and sustain a
reduction in local youth substance use.
Timing or Status Grants are funded on an annual basis. NOFOs will be published in early
2023.
Other Information (Technical Technical assistance webinars and communities of practice are available
Assistance, Community to grantees. Applicant webinars are also provided to potential
School Coordinator, etc.) applicants.
For Additional Information Drug-Free Communities Support Program | Drug Overdose | CDC Injury
Center and Drug-Free Communities Support Program | ONDCP | The
White House
Point of Contact [email protected] or [email protected]
Program Enhancement and Expansion of Treatment and Recovery (aka Youth and
Family Tree Grants)
Funding Mechanism Competitive grant
Description Helps to enhance and expand comprehensive treatment, early
intervention, and recovery support services for adolescents (ages 12-18),
transitional aged youth (ages 16-25), and their families/primary
caregivers with substance use disorders (SUD) and/or co-occurring
substance use and mental disorders.
How Funds Can Support Schools are eligible to apply for funds to provide a comprehensive,
Community School Activities family-centered, trauma-informed, evidence-based, coordinated, and
40
integrated outpatient system of care, which includes early intervention
and recovery support services, to meet the complex needs of the
population of focus. The services should include screening, assessment,
treatment, and wraparound services, and must be provided in
outpatient, intensive outpatient, or day treatment settings.
How Funds Can Support This includes the development and delivery of such SUD services in
Community School Activities school-based settings and includes those SUD services and supports that
are specifically designed for school-based populations, that are both
supported and encouraged for the use of SABG funding.
Services that would not be allowable for the use of SABG funds would be
regular K-12 curriculum-based public or private educational services that
are the distinct funding responsibility of school systems, not SUD
prevention and treatment programs.
41
Or the relevant point of contact listed here: Substance Abuse Prevention
and Treatment Block Grant (SABG) Contacts | SAMHSA
How Funds Can Support Eligibility for this program is statutory limited to domestic public and
Community School Activities private nonprofit entities that are current or former DFC Support
Program recipients. An important aspect of the required activities is to
enhance capacity and effectiveness in addressing underage drinking in
the community. Integral to the work of community coalitions is the
requirement to work with representatives from 12 sectors to ensure
that a broad range of community expertise is including but is not limited
to schools, youth-serving organizations, state or local agencies, and
other local organizations.
Timing or Status The next round of funding will be in Fiscal Year 2023.
Other Information (Technical
Assistance, Community
School Coordinator, etc.)
For Additional Information https://www.samhsa.gov/grants/grant-announcements/sp-22-006
Point of Contact [email protected]
42
is grounded in the Strategic Prevention Framework (SPF), a community
engagement model grounded in public health principles, including being
data-driven, and focused on providing evidence-based services to high-
risk underserved communities. SPF-PFS grant recipients focus on
strengthening state and community-level prevention capacity to identify
and address local substance use prevention concerns, such as underage
drinking, marijuana, tobacco, electronic cigarettes, opioids, and heroin.
Using local, state, and national substance use public health data,
recipients will identify prevention priorities in their communities, and
develop and implement strategies to prevent the misuse of substances
and promote mental health and well-being among youth and adults.
Recipients will utilize a data-driven approach to identify underserved
communities and at-risk sub-populations of focus.
How Funds Can Support SPF-PFS grant recipients implement strategies to prevent the misuse of
Community School Activities substances and promote mental health and well-being to youth and
young adults through community-level prevention initiatives. Grant
recipients often partner with schools to deliver evidence-based
programs and practices such as Too Good for Drugs, Botvin Life Skills
Training for Schools, Families and Communities, and Red Ribbon Week.
Timing or Status The next round of funding will be in Fiscal Year 2023.
Other Information (Technical
Assistance, Community
School Coordinator, etc.)
For Additional Information https://www.samhsa.gov/grants/grant-announcements/sp-22-004
Point of Contact [email protected]
Description The purpose of this program is to address the opioid overdose crisis by
providing resources to states and territories for increasing access to
FDA-approved medications for the treatment of opioid use disorder
(OUD), and for supporting the continuum of prevention, harm reduction,
treatment, and recovery support services for OUD and other concurrent
substance use disorders. The SOR program also supports the continuum
of care for stimulant misuse and use disorders, including for cocaine and
methamphetamine. The SOR program aims to help reduce unmet
treatment needs and opioid-related overdose deaths across America.
43
How Funds Can Support SOR grantees are required to implement school-based prevention
Community School Activities programs and outreach. While only states are eligible for SOR grants,
they in turn fund these activities through sub-awards.
Prevention interventions such as: Too Good for Drugs, PAX Good
Behavioral Game, Encourage, Empower, Engage (E3), and Botvin Life
Skills Training for Schools, Families and Communities.
Or the relevant point of contact listed here: State Opioid Response (SOR)
Grants | SAMHSA
How Funds Can Support As one example, these funds could support the active family and
Community School Activities community engagement pillar by supporting a family’s learning of a
Native language through immersion instruction.
Other Information (Technical Please note: Only tribal schools and Native American non-profits (with
Assistance, Community majority Native American board) would be eligible for ANA funding to
School Coordinator, etc.) support community schools. Board members must be more than 50%
Native American to be eligible.
Or click on the relevant grant program at this link, and then view the
relevant point of contact: Funding Opportunities | The Administration
for Children and Families (hhs.gov)
44
Program Native Languages - Preservation and Maintenance Grant Program
Funding Mechanism Competitive grant
Description Provides funding for projects designed to ensure continuing vitality of
Native American languages. This program allows for a broad array of
Native language related projects including establishing a language
program, improvements to an existing program, and the development of
language instruction and activities.
How Funds Can Support As one example, these funds could support the active family and
Community School Activities community engagement pillar by supporting a family’s learning of a
Native language through immersion instruction.
Other Information (Technical Please note: Only tribal schools and Native American non-profits would
Assistance, Community be eligible for ANA funding to support community schools. Board
School Coordinator, etc.) members must be more than 50% Native American to be eligible.
For Additional Information Administration for Native Americans (ANA) | The Administration for
Children and Families (hhs.gov)
Point of Contact [email protected]
Or click on the relevant grant program at this link, and then view the
relevant point of contact: Funding Opportunities | The Administration
for Children and Families (hhs.gov)
How Funds Can Support This programming could be paired with programming that exists in
Community School Activities schools for those youth who are still enrolled in secondary education
settings. The programming goes beyond basic education components
45
and focuses on mentoring and on life skills that will help in the youth’s
holistic development and foster connection to their community.
How Funds Can Support ORR’s funding is meant to support newcomers’ needs holistically, by
Community School Activities offering specialized programming for the youth, including through
programming during non-school hours, connections and outreach to
families, and enhancing the capacity of the schools through training and
resources for educators and leadership.
15
Formula grants are the primary way by which federal education funding flows to states, districts, and schools.
One well-known example of a formula grant in K-12 education is the Title I program for low-income schools.
Competitive grants, on the other hand, mean that applicants must meet a list of criteria, and must compete
against other states, schools, or districts for the award (grant). See Federal Funding for Formula and Competitive
Grants | NASSP for more information.
46
Or email [email protected]
How Funds Can Support For the purposes of this toolkit, the Choice Neighborhoods Program
Community School Activities could be useful as a co-located resource to help revitalize
neighborhoods surrounding schools. However, Choice Neighborhood
funding is expressly not allowed to fund schools or school facilities.
47
information about Community Schools opportunities and collaboration
through the Choice Neighborhoods newsletter.
Funding Mechanism Annual formula block grant to more than 1,200 metropolitan cities,
urban counties, states, and insular areas.
How Funds Can Support CDBG grantees may choose to assist a wide range of public services,
Community School Activities subject to an annual cap, that assist low- and moderate-income persons
and families.
Timing or Status Congress appropriates funding for CDBG annually. After HUD announces
the formula allocations, each grantee submits an annual Action Plan that
includes its funding choices within the wide range available in the
program (from housing rehabilitation, public facility construction and
rehabilitation, assistance to small businesses, public services, planning,
and others).
48
Other Information (Technical CDBG grantees may choose to direct some portion of their funds to
Assistance, Community schools for a range of public services that can support students, their
School Coordinator, etc.) families, and the broader community.
Schools, school districts, and SEAs are not eligible applicants, but may be
eligible subrecipients of CDBG grantees.
HUD will issue FAQs to clarify that the program’s funds can be used to
support community school activities. HUD will also point to existing
guidance on how to fund public services with CDBG.
Point of Contact Interested schools, school districts, and SEAs may contact their local
CDBG grantee by using this look-up page, then clicking “by Program” and
the “CDBG: Community Development Block Grant Program” box and
pressing the “Search” button.
https://www.hudexchange.info/grantees/#/byProgram
Funding Mechanism N/A, this is a demonstration program that some public housing
authorities (PHA) participate in.
Description MTW is a demonstration program for PHAs that provides them the
opportunity to design and test innovative, locally designed strategies
that use federal dollars more efficiently, help residents find employment
and become self-sufficient, and increase housing choices for low-income
families. MTW allows PHAs exemptions from many existing public
housing and section 8 tenant-based voucher rental assistance
requirements and provides funding flexibility with how they use certain
Federal funds. PHAs in the MTW demonstration have pioneered a
number of innovative policy interventions that have been proven to be
successful at the local level, and subsequently rolled out to the rest of
the country’s PHAs. Currently, there are 126 MTW PHAs nationwide.
How Funds Can Support Some MTW agencies have created educational partnerships in their
Community School Activities communities. However, MTW PHAs cannot use Section 8 and Section 9
funding for schools or school facilities. There are a number of prominent
initiatives taking place at MTW agencies. Tacoma Housing Authority was
the pioneer in this effort and the Council of Large Public Housing
Authorities (CLPHA) has also highlighted this work, launching the
Housing Is Initiative. The initiative focuses on what MTW PHAs and non-
49
MTW PHAs are doing in the education space. More info can be found
here: https://clpha.org/housing-education.
Community Schools should consult with their local PHA to see if they are
a MTW participant, and if so explore partnership models like those
highlighted above.
HUD will highlight these and other models of MTW PHA’s partnering
with school districts on their website to facilitate the sharing of models.
50
Timing or Status N/A
Other Information (Technical Community Schools should consult the HUD website to see if their local
Assistance, Community PHA is participating in the MTW demonstration program. Moving to
School Coordinator, etc.) Work (MTW) - Participating Agencies | HUD.gov / U.S. Department of
Housing and Urban Development (HUD)
Homelessness Services
How Funds Can Support The CoC program promotes community-wide commitment to the goal of
Community School Activities ending homelessness. The program provides funding for efforts by
nonprofit providers and state and local governments to quickly rehouse
homeless individuals and families while minimizing the trauma and
dislocation caused to homeless individuals, families, and communities by
homelessness.
Timing or Status This is an annual competitive grant. For FY 22, program registration
opened in Spring and the NOFO itself opened up in Summer and closed
in September.
Other Information (Technical It is possible for Community Schools to apply to receive “supportive
Assistance, Community services only” grants (or be a subrecipient) to do coordinated entry
School Coordinator, etc.) work. In this case, the Community School would submit a project
application to the CoC for inclusion in the consolidated application. The
CoC reviews all project applications and ranks them. Those that rank
highly enough would be included in the consolidated application that is
submitted to HUD.
It is possible, for example, for a CoC to designate a school that has a high
concentration of homeless students to be a site or organization that
51
does coordinated entry intake and referrals (to be one of the intake
points for the homeless system). It is worth noting, as context, that
every school is already federally required to have a McKinney-Vento
liaison to be the homelessness coordinator (to assess homelessness
among students, report data, coordinate educational and service needs)
and there is funding from Department of Education that goes towards
this purpose. CoC funding would be supplemental to that funding.
For Additional Information https://www.hud.gov/program_offices/comm_planning/coc
Point of Contact The national inbox for CoC inquiries is: [email protected].
How Funds Can Support HUD and its partners have several case studies of integrating YHDP and
Community School Activities other homeless response funding with K-12 resources, including:
Timing or Status HUD announced the latest round of YHDP grantees this fall (2022);
community schools and state educational agencies should look to see if
their community is included and, if so, should reach out to the YHDP
lead to join the planning efforts. The next NOFO for YHDP community
designation will be published in early 2023.
Other Information (Technical Please note: YHDP funds must be used to assist students who are
Assistance, Community experiencing homelessness under HUD’s definition of homeless. In
School Coordinator, etc.) general, k-12 schools use the McKinney Vento definition of homeless,
which is somewhat broader than HUD’s definition; however, several
YHDP communities have leveraged YHDP funds to make connections
between homeless liaisons in schools and homeless response systems to
52
work on helping youth who may qualify under both programs, including
system navigation and connections to housing resources.
How Funds Can Support In general, grants provided can help defray, at the discretion of the
Community School Activities school board of the tribally controlled school with respect to which the
grant is provided, expenditures for: school operations, academic,
educational, residential, guidance and counseling, and administrative
purposes; and support services for the school, including transportation.
Timing or Status Funding is available on an annual basis.
Other Information (Technical Under Public Law 100-297, Indian tribes may enter into a Public Law
Assistance, Community 100-297 grant agreements with Indian Affairs (IA) if:
School Coordinator, etc.) 1) The tribe operates a school under a Public Law 93-638 contract
agreement and elects instead to operate the school under a
grant agreement.
2) The tribe operates other tribally controlled schools that are
eligible for assistance; or
3) The tribe elects to assume operation of IA-funded schools under
a grant agreement.
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For Additional Information Please see https://www.bie.edu/sites/default/files/documents/idc2-
087683.pdf and Tribally-Controlled Schools | Bureau of Indian Education
(bie.edu).
Point of Contact [email protected]
How Funds Can Support Community schools could use this grant to provide workforce
Community School Activities development programming and supportive services to family members
of students, and connect K-12 workforce preparations to career
development for parents and neighbors.
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Program Indian and Native American Programs - Employment and Training
Funding Mechanism Grant competition every four years, with priority eligibility for Federally-
recognized tribes.
Description Support employment and training activities for Indian, Alaska Native,
and Native Hawaiian individuals in order to: develop more fully the
academic, occupational, and literacy skills of such individuals; make such
individuals more competitive in the workforce and equip them with the
entrepreneurial skills necessary for successful self-employment; and
promote the economic and social development of Indian, Alaska Native,
and Native Hawaiian communities.
How Funds Can Support Indian and Native American grants can be used for a wide range of
Community School Activities workforce development services and supports, and partnerships with
community schools to deliver workforce services to family members and
neighbors are an allowable use of funds.
Timing or Status This grant will next be competed in approximately summer 2025.
Other Information (Technical
Assistance, Community
School Coordinator, etc.)
For Additional Information https://www.grants.gov/view-opportunity.html?oppId=336573 and
https://www.dol.gov/agencies/eta/dinap
Point of Contact [email protected]
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workforce boards can contract out to local youth providers that may
include local educational institutions.
How Funds Can Support Funds can be used to connect students ages 14-24 to employment and
Community School Activities training opportunities through American Job Centers (AJCs) and its
partners. Funds could compliment a community schools model where
workforce development funds could be used to align resources and
supports. For example, schools and workforce development agencies
could partner to leverage supportive services, mentoring, leadership
development activities and other educational and employment-related
services for WIOA eligible youth. Community Schools funding can
support the addition of supportive services such as a mental health
counselor, case manager, or similar services.
Timing or Status Visit www.servicelocator.org to find the local workforce boards and AJCs
to discuss opportunities for partnership.
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farmworker youth, youth experiencing housing instability, and other
disadvantaged youth populations.
How Funds Can Support Community schools are encouraged to refer eligible young adults to the
Community School Activities YouthBuild program to receive education and employment related
services. Community schools may also apply for the YouthBuild funding
opportunity announcements.
How Funds Can Support This program supports efforts to develop or enhance capacity to address
Community School Activities youth violence and victimization through school-based programming
and interventions targeting student and community needs. Through this
initiative, OJJDP expects applicants to utilize a collaborative approach
between schools and community-based organizations (CBOs) to develop
and implement effective strategies. Funded sites must adhere to three
principles: (1) Relationships between schools and CBOs require open
lines of communication and a shared commitment at the leadership
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level to accomplish the core goal of increasing school safety; (2) Key
contributors to youth violence include risk factors within the individual,
family, and school/community domains; (3) Families are critical partners
in dealing with school violence, and their engagement is a critical
ingredient for success. Each funded project site will identify a service
network of CBOs that have experience in operating violence prevention
and early intervention programs with youth and families. This cross-
sector network will offer a bridge between families and the identified
school(s) to prevent and reduce violence.
Timing or Status The FY23 solicitation will likely be released in Spring 2023. Please check
Office of Juvenile Justice and Delinquency Prevention funding
opportunities at Funding | Office of Juvenile Justice and Delinquency
Prevention (ojp.gov).
For Additional Information OJJDP FY 2022 Enhancing School Capacity To Address Youth Violence
Description BJA’s STOP School Violence Grant Program is designed to improve K-12
school safety by providing students and teachers with the tools they
need to recognize, respond quickly to, and help prevent acts of violence
and ensure a positive school climate. Eligible applicants may submit one
application that includes proposals for one or more of the following
areas:
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multidisciplinary and should coordinate with law enforcement
agencies, behavioral health specialists, community stakeholders,
and school personnel.
(3) Train school personnel and educate students on preventing
school violence, including strategies to improve a school climate,
which may include training for school officials on intervening
and responding to individuals in mental health crises, social
emotional learning, anti-bullying prevention, suicide prevention,
or other evidence-based programs that may improve school
climate.
(4) Specialized training for law enforcement who work in schools
and/or with school-age populations such as school resource
officers (SROs) and probation officers. Such training should
include the basics of mental health awareness, conflict
resolution, mediation, problem solving, mentoring principles,
crisis intervention, youth development, implications of trauma,
basic classroom instruction and expectations, integrated
response training with mental health and school psychologists,
family and parent engagement, and appropriate use of
information. Non-training activities may include: policy
development specific to law enforcement including on the
parameters and limitations of the law enforcement role in
educational settings; policy development and training to identify
school disciplinary issues (which should be handled by teachers
or school administrators) and situations where law enforcement
may be necessary to protect physical safety.
(5) Hiring of school support personnel such as climate specialists,
school psychologists, school social workers, school-based
violence interrupters, and others directly supporting the
prevention of school violence. These hires can work
independently in the school or as part of an SRO co-responder
model.
Timing or Status The FY23 solicitation will likely be released in Spring 2023.
For Additional Information Student, Teachers, and Officers Preventing (STOP) School Violence
Program | Overview | Bureau of Justice Assistance (ojp.gov)
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Pillar 2: Active Family and Community Engagement
Active family and community engagement helps a community school better meet their local families’
and students’ needs. By way of example, since 2013, the national community schools strategy has
transformed Skokie Morton District 69 schools into neighborhood “hubs” where students from birth to
eighth grade and their families can easily access an array of programs and resources right at school.
Through partnerships with over 60 different organizations, District 69 provides on-site resources around
four main areas defined by family input: early childhood education for children prenatal through age
five; expanded learning opportunities before, during, and after school; family and community
engagement cultivating meaningful connections among caregivers and community stakeholders; and
health and wellness initiatives offering wraparound resources such as physical, social, and emotional
services. Skokie Morton District 69 actively sought family input into their community school model,
resulting in services tailored to their local area.
Department of Education
Program Office of Indian Education Formula Grants
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Funding Mechanism Formula grant
Description Supports comprehensive programs for American Indian and Alaska
Native students that are designed to meet their unique cultural,
language, and educational needs (e.g., culturally responsive after-school
programs, Native language classes, early childhood education, academic
tutoring, wellness, career and college awareness, cultural workshops).
How Funds Can Support The Community School Coordinator could collaborate with an Indian
Community School Activities Education Formula Grant Director and together advance the active
family and community engagement pillar (e.g., strengthening the
participation of Tribal leaders, parents, guardians, and family members
on the Indian Parent Committee; and fulfill project objectives as defined
by the local needs assessment).
Timing or Status Prospective applicants can apply via the Electronic Application System
for Indian Education (EASIE). The annual notice of funding opportunity is
published on the Federal Register at www.federalregister.gov.
Other Information (Technical Eligible entities include LEAs, BIE schools, Indian Tribes, Indian
Assistance, Community Organizations, Indian Community Based Organizations, and/or Consortia
School Coordinator, etc.) of eligible entities. Learn how to apply at:
https://easie.communities.ed.gov/#program/introduction-to-easie
How Funds Can Support Grants may support a wide variety of community school activities,
Community School Activities including, but not limited to parenting skills programs that promote
parental involvement and family literacy, counseling, school-based
mental health programs, partnership programs with outside health care
entities, and mentoring services.
Timing or Status An eligible LEA must apply for grant funds each year. Please check the
Federal Register under NIAs competition at: www.federalregister.gov for
the next round.
Other Information (Technical See the Uses of Funds Guide for the Small Rural School Achievement and
Assistance, Community Rural Low-Income Schools (RLIS) programs to better understand the
School Coordinator, etc.) allowable uses of funds specific to each program.
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This grant is specifically awarded to LEAs serving small and rural
communities.
Applicants should contact the point of contact or check the website for
application webinars.
For Additional Information https://oese.ed.gov/offices/office-of-formula-grants/rural-insular-
native-achievement-programs/rural-education-achievement-
program/small-rural-school-achievement-program/
Point of Contact [email protected]
How Funds Can Support Grants may support a wide variety of community school activities,
Community School Activities including, but not limited to counseling, school-based mental health
programs, partnership programs with outside health care entities,
mentoring services, and other strategies to improve students’
nonacademic skills. Rural and low-income school grants can also support
parental advisory councils and support other activities that allow
parents to participate in school-related meetings and training sessions.
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Funding Mechanism Competitive grant
Description Supports 1 year of planning and brings together key parts of a rural
health care delivery system, particularly those entities that may not
have collaborated in the past, to establish and/or improve local capacity
in order to strengthen rural community health interventions, and
enhance care coordination. Potential applicants and network partners
could include schools and/or school-based clinics.
How Funds Can Support Funds can be used in a variety of ways to support community schools,
Community School Activities depending on the focus area that grantees choose, such as mental
health, dissemination of information on community schools to Network
Planning grantees who focus on this population, etc.
Please note: The purpose of this program is to promote the planning and
development of formal integrated health networks and does not
support the provision of direct services. This is a planning grant.
Other Information (Technical A technical assistance webinar is held during the application period to
Assistance, Community provide guidance and information on the application process and
School Coordinator, etc.) program requirements.
For Additional Information Rural Health Network Development Planning Program | HRSA
Point of Contact [email protected]
How Funds Can Support TANF can support workforce services and adult education courses for
Community School Activities parents and efforts to connect parents to broader economic supports,
including public benefits or other resources to meet their basic needs.
Timing or Status States, territories, and tribes determine their funding structures
Other Information (Technical Schools, school districts, and state educational agencies are not eligible
Assistance, Community applicants.
School Coordinator, etc.)
For Additional Information https://www.acf.hhs.gov/ofa/programs/tanf/about
Point of Contact [email protected] or [email protected]
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Or find your state’s point of contact information here: About TANF | The
Administration for Children and Families (hhs.gov)
Program Title V Maternal and Child Health Services Block Grants to States
Funding Mechanism Formula grant
Description Creates federal/state partnerships that enable each state/jurisdiction to
address the health services needs of its mothers, infants, and children,
which includes children with special health care needs, and their
families.
How Funds Can Support States can support school-based health programs with Title V funding, if
Community School Activities these programs address state maternal and child health priority needs.
Or the point of contact listed here: Title V Maternal and Child Health
(MCH) Block Grant | MCHB (hrsa.gov)
How Funds Can Support See below for eligible applicants that includes schools or entities that
Community School Activities would support school services.
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Timing or Status Grant application runs from year- to- year. The grant was last offered on
04/06/2022. Please check Office of Juvenile Justice and Delinquency
Prevention funding opportunities at Funding | Office of Juvenile Justice
and Delinquency Prevention (ojp.gov).
Other Information (Technical Eligible applicants include City or township governments, County
Assistance, Community governments, Independent school districts, Native American tribal
Schools Coordinator, etc.) governments (Federally recognized), Native American tribal
organizations (other than Federally recognized tribal governments),
Nonprofits having a 501(c)(3) status with the IRS, other than institutions
of higher education, Nonprofits that do not have a 501(c)(3) status with
the IRS, other than institutions of higher education, Private institutions
of higher education, Public and State controlled institutions of higher
education, Special district governments, State governments, and Other.
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average 5 to 40 hours per week. AmeriCorps Seniors Foster Grandparent
volunteers (volunteers) commit to an ongoing relationship with the
children they serve for an academic year or longer.
How Funds Can Support Volunteers provide services such as helping children to read, providing
Community School Activities one-on-one tutoring, mentoring underserved teenagers and youth, and
reviewing school work to help children improve their academic
performance.
Timing or Status Pending funding, a NOFO is released annually. To find existing, funded
programs in your area, visit the AmeriCorps Senior Pathfinder:
https://americorps.gov/serve/americorps-seniors/americorps-seniors-
pathfinder.
Other Information (Technical Volunteers can support a variety of activities in schools, including those
Assistance, Community aligned with all four pillars for community schools.
School Coordinator, etc.)
Technical assistance is offered during the application process. Eligible
applicants include national or local nonprofit organizations, schools,
government agencies, and faith-based or community organizations.
For Additional Information https://americorps.gov/partner/how-it-works/americorps-seniors-
foster-grandparent-program
Point of Contact [email protected]
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Disaster Services, Economic Opportunity, Environmental Stewardship,
Education, Healthy Futures, and Veterans & Military Members.
Volunteers recruit and manage other volunteers, mentor and tutor
children, support workforce and job readiness skill development,
provide disaster preparedness and mitigation assistance, and serve
veterans and military families, among other critical community needs.
Volunteers choose how, where, and when they want to serve, with
commitments ranging from a few hours to 40 hours per week. There are
no income restrictions and volunteers do not receive a stipend, but may
be reimbursed for meals, mileage, and other costs related to their
service. Volunteers receive accident, personal liability, and excess
automobile liability insurance as well as community recognition.
For Additional Information https://americorps.gov/partner/how-it-works/americorps-seniors-rsvp
Point of Contact [email protected]
How Funds Can Support AmeriCorps members are engaged in direct service and capacity
Community School Activities building. They can support programs at schools such as mentoring,
tutoring, classroom instruction and support, improving attendance,
providing college access support, increasing graduation rates, supporting
after-school programming, and serving as a student success coach. They
can strengthen volunteer management and recruitment, as well as
conduct outreach and secure resources in support of service activities
that meet the specific needs of the community school.
Timing or Status The 2023 Notice of Funding Opportunity (NOFO) is currently available,
and applications are due on 1/4/2023.
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Other Information (Technical Though AmeriCorps members cannot supplant existing staff, corps
Assistance, Community members could serve as or support a Community School Coordinator.
School Coordinator, etc.)
Several sessions are available to potential applicants to learn more
about the NOFO, as well as best practices in developing performance
measures, demonstrating evidence, developing a budget, and writing an
evaluation plan. See the website below for information on dates and
sessions.
For Additional Information https://www.americorps.gov/funding-opportunity/fy-2023-americorps-
state-national-grants
Point of Contact [email protected]. Please note the city and state in your email.
How Funds Can Support This grant helps recipients obtain support for the management,
Community School Activities development, implementation, research/evaluation, and furthering of
new and existing partnerships between the Department of Defense and
its National Defense Education Program (NDEP) Science, Technology,
Engineering, and Mathematics (STEM) education and outreach activities,
and other educational outreach efforts, as well as STEM workforce
development initiatives across the K through College continuum, to
include skilled trades and advanced manufacturing that do not require
four-year degrees. The scope covers all 50 states, U.S. territories, and
DoDEA schools.
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STEM education in their communities. More information on the DoD
STEM Strategic Plan can be found here: https://dodstem-
assets.dodstem.us/files/DoD_STEM_Strategic_Plan_2021.pdf.
How funds can support Through DoD STARBASE, students participate in challenging “hands-on,
community school activities minds-on” activities in STEM. They interact with military personnel to
explore careers and observe STEM applications in the “real world.” The
program provides students with 25 hours of stimulating experiences at
military installations across the nation including the U.S territories.
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Program Department of the Navy (DON) STEM Education
& Workforce Program
How Funds Can Support Example 1: DON has a competitively-selected grant with the Orlando
Community School Activities Science Center to educate the next generation of Navy through
grassroots informal STEM education. This project will inspire, engage,
and educate underrepresented youth (grades 6-12) from Central
Florida’s most distressed communities, building meaningful relationships
with students, staff and partner organizations.
Example 2: DON has a competitively-selected grant with the Fleet
Science Center for Wraparound Services for STEM Learning (WSSL) in
National City CA. WSSL will increase student, parent/caregiver, teacher,
and community engagement in STEM learning through in-school
education workshops, after-school STEM learning, parent workshops,
family STEM activities, and STEM Professional Development for
teachers.
Timing or Status Annual cycle, typically White Papers are due around April each year.
Other Information (Technical Activities will support the Naval STEM Strategy, align with and support
Assistance, Community the DoD and 2018 Federal STEM Strategic Plan, and may include
School Coordinator, etc.) participation of DON laboratories and installations.
While the DON STEM FOAs typically are silent specifically about
Community School Coordinators, it may be that a grant performer may
include a coordinator in their grants work.
For Additional Information https://www.nre.navy.mil/education-outreach/naval-stem
Point of Contact michael.m.simpson15.civ@us/navy.mil
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Or [email protected]
Department of Education
Title IV, Part B
Funding Mechanism Formula grants to SEAs. SEAs provide competitive subgrants to eligible
entities, which are LEAs, community-based organizations, Indian tribes
or tribal organizations, another public or private entity, or a consortium
of two or more such agencies, organizations, or entities..
How Funds Can Support Funds can be used to support the following: academic enrichment
Community School Activities learning programs, mentoring programs, remedial education activities,
and tutoring services, well-rounded education activities, including such
activities that enable students to be eligible for credit recovery or
attainment; literacy education programs, including financial literacy
programs and environmental literacy programs; programs that support a
healthy and active lifestyle, including nutritional education and regular,
structured physical activity programs; services for individuals with
disabilities; programs that provide after-school activities for students
who are English learners that emphasize language skills and academic
achievement; cultural programs; telecommunications and technology
education programs; expanded library service hours; parenting skills
programs that promote parental involvement and family literacy;
programs that provide assistance to students who have been truant,
suspended, or expelled to allow the students to improve their academic
achievement; drug and violence prevention programs and counseling
programs; programs that build skills in science, technology, engineering,
and mathematics (referred to in this paragraph as `STEM'), including
computer science, and that foster innovation in learning by supporting
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nontraditional STEM education teaching methods; and programs that
partner with in-demand fields of the local workforce.
Department of Education
Program National Professional Development Program
Funding Mechanism Competitive grants
Description Provides professional development activities that will improve
classroom instruction for English learners (ELs) and assist educational
personnel working with such children to meet high professional
standards, including standards for certification and licensure as teachers
who work in language instruction educational programs or serve ELs
How Funds Can Support Funds can be used for preservice programs for English learners at
Community School Activities community schools where English learners are a focus.
Timing or Status Grant Application runs from year- to- year. Please check the Federal
Register under NIAs competition at: www.federalregister.gov for the
next round. The last deadline was 4/29/2022.
Other Information (Technical IHEs or public or private entities with relevant experience and capacity,
Assistance, Community in consortia with SEAs or LEAs can apply.
School Coordinator, etc.)
For Additional Information https://www2.ed.gov/programs/nfdp/index.html
Point of Contact [email protected]
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Or the point of contact listed here: Contact -- National Professional
Development Program (ed.gov)
How Funds Can Support Applicants must address a range of activities including appropriately
Community School Activities tailored professional development opportunities for LEA and school
mental health staff; activities designed to improve the range, availability,
and quality of culturally and linguistically-appropriate training; training
for school community partners, youth, and families on the effects of
exposure to community violence.
Timing or Status Grant Application runs from year- to- year. Please check the Federal
Register under NIAs competition at: www.federalregister.gov for the
next round. The last round of funding was available 10/3/22.
Other Information (Technical This Grant provides the opportunity for all students to be served,
Assistance, Community particularly low-income and at-risk students in community schools and
School Coordinator, etc.) schools abroad. Please refer to the Grants Website at
www.ed.gov/programs/javits for more Frequent Asked Question (FAQ)
For Additional Information https://oese.ed.gov/offices/office-of-formula-grants/safe-supportive-
schools/project-prevent-grant-program/
Point of Contact [email protected]
Description This program provides grants to SEAs and subgrants to LEAs to increase
student achievement consistent with the challenging State academic
standards; improve the quality and effectiveness of teachers, principals,
and other school leaders; increase the number of teachers, principals,
and other school leaders who are effective in improving student
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academic achievement in schools; and provide low-income and minority
students greater access to effective teachers, principals, and other
school leaders.
How Funds Can Support LEAs may use Title II, Part A funds for activities to address the learning
Community School Activities needs of all students consistent with the purpose of Title II, Part A,
including, for example:
• Providing high quality supplemental professional development
(which must be sustained, job-embedded, and intensive, see
ESEA section 8101(42)) for teachers, principals, and other school
leaders that is focused on improving teaching and student
learning and achievement, including supporting efforts to train
teachers, principals, or other school leaders to effectively
engage parents, families, and community partners, and
coordinate services between school and community;
• Developing and implementing initiatives to assist in recruiting,
hiring, and retaining effective teachers, particularly in low-
income schools with high percentages of ineffective teachers
and high percentages of students who do not meet the
challenging State academic standards, to improve within-district
equity in the distribution of teachers; and
• carrying out in-service training for school personnel in -- the
techniques and supports needed to help educators understand
when and how to refer students affected by trauma, and
children with, or at risk of, mental illness; the use of referral
mechanisms that effectively link such children to appropriate
treatment and intervention services in the school and in the
community, where appropriate; forming partnerships between
school-based mental health programs and public or private
mental health organizations; and addressing issues related to
school conditions for student learning, such as safety, peer
interaction, drug and alcohol abuse, and chronic absenteeism.
See ESEA section 2103(b)(3) for a complete list of allowable uses of Title
II, Part A funds for LEAs. In all cases, uses of Title II, Part A funds must be
consistent with the statutory and regulatory requirements related to
uses of funds, and they must be supplemental (i.e., must not supplant
state or local funds).
Timing or Status Funds are awarded to SEAs and LEAs by formula annually
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For Additional Information https://oese.ed.gov/offices/office-of-formula-grants/school-support-
and-accountability/instruction-state-grants-title-ii-part-a/
ED’s Office of Elementary & Secondary Education webpage on community schools provides general
information describing what community schools are and outlines research, strategies, and practices
associated with effective community schools. See this PDF for additional information on research,
strategies, and practices.
ED’s list of sample grant recipients from its Full-Service Community Schools Program helps illustrate the
different ways a community school might deliver resources to students:
ED also published Frequently Asked Questions (FAQs) on “Using American Rescue Plan Funding to
Support Full-Service Community Schools & Related Strategies.” This resource discusses the basics of
community schools and details how ARP ESSER funds can be used to support existing and new full-service
community schools.
The Brookings Institution’s Task Force on Next Generation Community Schools also published a blueprint
for mayors, states, and the federal government about community schools. The blueprint recommends
four steps to scale the next generation of community schools at the national level and advocates for
sustained funding opportunities.
75
City Connects, an evidence-based intervention that helps teachers and schools provide integrated
supports to address the needs of students in schools serving under-resourced neighborhoods and families,
also provides suggestions for addressing the out-of-school factors that limit learning. They offer a model
for how schools can come together to support their students and provide services that enrich students’
lives.
Communities in Schools, which works across the country to surround students with communities of
support and address the barriers students face, published their “2021 Community Matters Report” that
summarizes how the schools they serve helped create more equitable learning conditions and provide
support to students.
The Learning Policy Institute’s community schools website contains a variety of publications and briefs
on community schools.
The New Mexico Public Education Department published a “Community Schools and Extended Learning
Bureau” brief, which includes information on the state’s community schools; their locations; the grades
they serve; their total enrollment; and how the four pillars of integrated student supports operate.
The Partnership For the Future of Learning brings together a diverse network of individuals and
organizations with a deep commitment to an equitable, high-quality, public education system. See this
PDF for a Community Schools Playbook developed by the Partnership.
WestEd, a nonpartisan research agency, published a report titled “Supporting California’s Children
Through a Whole Child Approach: A Field Guide for Creating Integrated, School-Based Systems of Care.”
This field guide includes guidance for both LEAs and state leaders, with details and implementation
guidance on a wide variety of cross-sector initiatives to support the whole child.
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Section III. Appendix
Additional Information on Community School Coordinators
The Community School Coordinator, or Community School Director, is a school leader who empowers,
builds, creates, and develops relationships with school administrators, stakeholders, and community
organizations in order to implement a community school strategy. The Community School
Coordinator/Director bridges the relationships among all stakeholders to improve connectedness and
surround students with the supports they need.
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This document is in the public domain. Authorization to reproduce it in whole or in part is
granted.
DISCLAIMERS
The contents of this document do not have the force or effect of law and are not meant to bind
the public. This document is intended only to provide clarity to the public regarding existing
requirements under the law or agency policies.
This document contains federal and non-federal resources (including links to those resources)
that are provided for the user’s convenience. Inclusion of any non-federal materials is not
intended to reflect their importance, nor is it intended to constitute an endorsement by the
federal government of any views expressed or products or services offered. These materials
might contain the views and recommendations of various subject-matter experts, as well as
hyperlinked text, contact addresses, and websites to information that other public and private
organizations created and maintain. The opinions expressed in any of these materials do not
necessarily reflect the positions or policies of the Departments, Agencies, or Administration. The
Departments, Agencies, and Administration do not control or guarantee the accuracy, relevance,
timeliness, or completeness of any outside information included in these materials. For the
reader’s convenience, this document contains examples of certain resources and methodologies.
Inclusion of such information does not constitute an endorsement by the federal government,
nor a preference or support for these examples as compared with others that might be available
or presented.
For details about specific uses of funds, please contact the relevant federal agency, by referencing
the points of contact identified in Section II.
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