2023 01 13 WHITE HOUSE TOOLKIT - Federal Resources To Support Community Schools PDF

WHITE HOUSE TOOLKIT:
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
Section II. Key Tools and Resources...................................................................................75

A. Department of Education Resources.............................................................75
B. Resources from Non-Governmental Organizations...................................75
Section III. Appendix…............................................................................................................76
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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.
The Role of Community Schools in Advancing Equity

On January 20, 2021, President Biden signed Executive Order 13985 on “Advancing Racial Equity and
Support for Underserved Communities Through the Federal Government,” which defines equity as the
“consistent and systematic fair, just, and impartial treatment of all individuals, including individuals who
belong to underserved communities that have been denied such treatment, such as Black, Latino, and
Indigenous and Native American persons, Asian Americans and Pacific Islanders and other persons of
color; members of religious minorities; lesbian, gay, bisexual, transgender, and queer (LGBTQ+) persons;
persons with disabilities; persons who live in rural areas; and persons otherwise adversely affected by
persistent poverty or inequality.” The Biden-Harris Administration believes that affirmatively advancing
equity, civil rights, racial justice, and equal opportunity is the responsibility of the whole of our
government.4 By promoting integrated student supports, expanded learning opportunities, collaborative
leadership, and family and community engagement, community schools play a powerful role in advancing
equity for our students and their families.5
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/.
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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.
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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.
What are the four pillars of a community school?8

Research has shown that implementing certain design features that are common to community schools –
called “pillars” – are linked to improvements in student outcomes, teaching, and learning.9 These
evidence-based “pillars” include: 1) integrated student supports; 2) active family and community
engagement; 3) expanded and enriched learning time and opportunities; and 4) collaborative leadership
practices. More information on these four pillars is included below. All definitions are taken from the
Department of Education’s Notice Inviting Applications for the FY 22 Full-Service Community 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.
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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.
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program.10 On the path to becoming a community school, schools may choose to adopt one pillar before
working to adopt others.
Pillar 1: Integrated Student Supports

Integrated student supports provide in- and out-of-school services for
students and families. These integrated student supports promote students’
wellbeing and address their barriers to learning, including by partnering with
social and health service agencies and other public and private organizations.11
Specific supports include medical, dental, and vision care; mental health and
substance use services, including mental health literacy for students and staff
and trauma-informed services to prevent, intervene, and mitigate the impact of adverse childhood
experiences (commonly known as ACEs); and individuals to assist with the housing, transportation,
nutrition, or citizenship preparation needs of students, their families, or the broader community. These
services may be coordinated by a community school director/coordinator, whose role is described in
greater detail in Appendix 1.
Pillar 2: Active Family and Community Engagement

Active family and community engagement may occur in a variety of ways,
depending on community context. Examples of family and community
engagement include: 1) bringing parents and families of students, community
members, and leaders into the school as partners in students’ education,
including by meaningfully involving parents and families in the community
school’s decision-making processes; 2) making the community school a hub for
services, activities, and programs for students, families, and members of the neighborhood that the
community school serves; 3) providing adults with desired educational and employment opportunities
and other supportive services; and 4) providing centralized supports for families and communities in
community schools, which may include English as a second language classes, citizenship preparation,
computer skills, art classes, housing assistance, child abuse and neglect prevention supports, health
services (including mental health), literacy programs, digital literacy training, and other programs. These
services may be delivered in a school building through meetings, events, or other programming.
Pillar 3: Expanded and Enriched Learning Time and Opportunities
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.
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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.
Pillar 4: Collaborative Leadership Practices

Collaborative leadership practices build a culture of professional learning,
collective trust, and shared responsibility for each community school, using
strategies that include, at a minimum, a school-based leadership team with
representation from students, parents, family leaders, and the community; a
Community School Director; and a community-wide leadership team.
Collaborative leadership practices often incorporate other leadership or
governance teams as well, including community school steering committees, community coalitions,
educator learning communities, and other staff that can help manage the joint work of school and
community organizations.
Section I. Federal Funding Sources that May be Used

to Support Community Schools
This toolkit lists federal grants offered by a variety of agencies that can be used, consistent with applicable
statutory and regulatory requirements of each grant program, to support the services provided in a
community school context.12 The Department of Education offers many different grants to support
community schools, but so too do other federal agencies. The Department of Agriculture, for instance,
offers nutrition assistance grants; the Department of Housing and Urban Development provides housing
and homelessness supports; the Corporation for National and Community Service, or AmeriCorps, helps
bring tutors, mentors, and other trusted volunteers into schools; the Department of Health and Human
Services provides essential mental and physical health supports to students and their families; the
Department of Defense supports military-connected students and their career exploration; the
Department of Labor helps students develop and apply vital workforce skills; the Department of the
Interior supports tribal communities’ needs; and the Department of Justice supports schools in developing
approaches for children who are exposed to violence.
Other federal programs may also support community schools, such as the National Telecommunications
and Information Administration’s “BroadbandUSA” program. This initiative – among other things –
supports schools’ “digital inclusion” efforts by funding the purchase of devices; improving connectivity;
12
This list may not be fully comprehensive, as federal grant programs may be created – or ended – in the future.
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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.
Toolkit Interpretation and Organization

Unless stated otherwise, public schools; school districts; and/or state educational agencies are eligible
applicants for the grants listed in this toolkit. Depending on the program, grantees may need to compete
to gain access to the funds. In addition, funding for federal grant programs may rely upon funding from
Congress. For some programs, the funding authority must be renewed annually in order for the grant to
be available. Funding may not be available every year.
If you see the icon to the left, it means the grant can be used to support the hiring or salary
of a Community School Coordinator/Director. A Community School Coordinator,
sometimes called a Community School Director, is a member of the school leadership team
who is responsible for the design, implementation, and supervision of a set of
programmatic preventions, interventions, and enrichment activities designed to support the holistic
development of students.14 More information on the role of a Community School Coordinator/Director is
provided in Appendix 1. If the community is not yet ready to pursue a community school model, funds
with this symbol (unless otherwise noted) can also be used to support an integrated student success
coordinator to focus on integrating community supports necessary to meet the needs of students in
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.
Integrated student supports Expanded learning time and opportunities
Collaborative leadership practices Family and community engagement
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.
14
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.
Department of Agriculture (USDA)

Nutrition and Food Services
Program School Breakfast Program Expansion Grants

Funding Mechanism Competitive grant
Description Expand the school breakfast program provided in schools in severe need
defined as having a breakfast program (or desiring to initiate a breakfast
program) in which 40 percent or more of the lunches served to students
at the school were served free or at a reduced-price.
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]
Program Team Nutrition Training Grants (TNTG)
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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.
Timing or Status Funding will occur in FY 2023.

Other Information (Technical State agencies that administer the National School Lunch Program are
Assistance, Community eligible to apply for the TNTG, but not individual school districts or
School Coordinator, etc.) individual schools. Subgrants may be given under the grant to School
Food Authorities that participate in the National School Lunch Program
to achieve goals and objectives under the grant and its supporting
activities.
Allowable costs under this grant must be specific to the funding

objectives listed in the Request for Application. These may include
providing nutrition education to School Nutrition Professionals,
students, and/or parents/guardians of students to build support for
nutritious food and beverage choices at school. Grant funds may be
used to pay the salary for key staff working on the project, which could
include a Community School Director or Coordinator; a Project Director;
Nutritionist; Chef; or School Nutrition Professional, depending on the
grant’s objectives. The Community School Director/Coordinator could
help coordinate the activities of this grant, especially if parents and
guardians are also being educated.
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
Farm to School Activities
Program Farm to School Grants

How Funds Can Support Farm to School Grants must reach schools or institutions that participate
Community School Activities in one or more of the following Child Nutrition Programs (CNPs): the
National School Lunch Program, School Breakfast Program, Child and
Adult Care Food Program, and/or the Summer Food Service Program.
Applicants can be schools, including community schools, or other eligible
organizations such as nonprofits or local agencies that partner with
schools, childcare, and/or summer institutions participating in any of the
CNPs.
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.
Funds can be used to support the salary of a Farm-to-School

Coordinator.
Description Provide funding to implement farm to school programs that improve
access to local foods.
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.
Technical assistance is provided via one to two informational webinar(s)

for interested applicants within roughly one month of the RFA
publication. A Frequently Asked Questions document accompanies the
RFA to further clarify the grant requirements.
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For Additional Information https://www.fns.usda.gov/f2s/farm-school-grant-program
Food Equipment Assistance & Facilities Improvement
Program Equipment Assistance Grants for School Food Authorities

Funding Mechanism Formula grant to states, competitive grant to schools
Description Provides schools with additional funding to purchase equipment needed
to provide students with nutritious school meals.
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)
Program Community Facilities Direct Loan and Grant Program

Funding Mechanism Direct loan and competitive grant
Description To develop or improve essential public services and facilities in
communities across rural America.
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.
12
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.
Telecommunications & Distance Learning
Program Distance Learning and Telemedicine Grants

Description Funds telecommunications-enabled, information, audio and video
equipment and related advanced technologies necessary for students,
teachers, medical professionals, and rural residents to engage in real-
time, interactive delivery/receipt of educational and medical services.
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.
3) Johnston County Public Schools (North Carolina)

This Rural Development investment will be used to bolster students'
ability to learn and achieve by addressing the Opioid crisis that has
negatively impacted the educational environment. Specifically, the local
educational agencies will use technology and telecommunications
equipment to implement professional development that will help
educators respond more effectively to students and families in crisis, as
well as provide a means for students to attend virtual support,
counseling, and/or therapy sessions. The project will benefit an
estimated 14,000 students in the Johnston County Public Schools and
Tyrell County Public Schools in North Carolina.
Timing or Status There is typically one 60-day application window per year, opening in
the Spring.
Other Information (Technical Eligible entities are those legally organized as an incorporated
Assistance, Community organization, an Indian tribe or tribal organization, as defined in 25
School Coordinator, etc.) U.S.C. 5304, a state or local unit of government, a consortium, or other
legal entity, including a private corporation organized on a for-profit or
not-for-profit basis.
For Additional Information https://www.rd.usda.gov/programs-services/telecommunications-
programs/distance-learning-telemedicine-grants
Point of Contact Please visit the following link and use the “Contact Us Form”: Distance
Learning & Telemedicine Grants | Rural Development (usda.gov).
For state-specific information, please visit this link: RD State Offices

State Offices | Rural Development (usda.gov).
Corporation for National and Community Service (“AmeriCorps”)
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Program AmeriCorps VISTA Projects
Funding Mechanism Non-competitive awards
VISTA awards member resources and, in some circumstances, limited

grant funds to support supervision of the VISTA project.
Description AmeriCorps VISTA supports efforts to address poverty by providing
opportunities for Americans, 18 years of age and older and from a
diverse range of backgrounds, to dedicate a year of full-time service with
a sponsoring organization (“sponsor”) on a project that will create,
strengthen, or expand initiatives designed to empower individuals and
communities in overcoming poverty.
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.
In addition, AmeriCorps members can develop materials and tools to

support a cohort of schools in the implementation of the full-service
community school model; compile best practices and outcome data
across programs and partnerships to develop manuals, toolkits,
newsletters, and annual reports; and develop new professional
development opportunities for schools, district staff, and partner
organizations. In the El Paso Independent School District, AmeriCorps
members in eight schools help conduct needs assessments, recruit
community members, and organize and manage events.
Timing or Status Upcoming concept papers are due on 1/18/23; 4/5/23; and 6/7/23.
Other Information (Technical Projects must be developed in accordance with AmeriCorps VISTA's core
Assistance, Community principles: an anti-poverty focus; community empowerment; sustainable
School Coordinator, etc.) solutions; and capacity building. AmeriCorps members serve as short-
term resources to build long-term sustainability: projects typically last
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three to five years and are developed with a goal to phase out the need
for AmeriCorps members while project activities continue.
Quarterly webinars provide potential grantees with an oppportunity to

review what AmeriCorps VISTA is, what it can and can’t do for your
oragnization, and how to begin the application process. FY 23 webinars
will take place on 12/8/22; 3/2/23; and 5/4/23.
Awardees may include nonprofit organizations, Native Nations and

Native-led organizations, public and/or nonprofit schools (including
community schools), and state and local government agencies, including
school districts. In addition to the activities listed above, AmeriCorps
members can help with related activities that support the other pillars of
community schools, including creating Science, Technology, Engineering,
and Math (STEM) projects for underserved youth and supporting
exapnded learning time initiatives, including summer programs.
For Additional Information https://www.americorps.gov/funding-opportunity/fy-2023-americorps-
vista-request-concept-papers
Point of Contact [email protected]. To email the staff handling programming in your
state, email the two-letter state abbreviation followed by @cns.gov
(e.g., [email protected] or [email protected])
Department of Defense (DOD)

Program Military-Connected Local Educational Agencies for
Academic and Support Programs and the World Language
Advancement and Readiness Program
Description Identify and implement evidence-based practices to meet the academic
needs of the highly mobile military-connected students in their
community and applications that establish, improve, or expand world
language programs targeting elementary and secondary students.
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.
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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.
An annual Technical Assistance webinar is typically available in early

March. Funding is typically awarded in late January through early April.
Eligible applicants may receive an additional 10 competitive priority

points during merit review if one of the following criteria apply: (1)
Applicant has never received a DoDEA grant, (2) Applicant will not
have an active DoDEA grant award by June 1 of the relevant year and
has a good past performance rating, or (3) Applicant is supporting the
work of a full-service community school.
For Additional Information See https://www.grants.gov/web/grants/view-

opportunity.html?oppId=337732 for the most recent grant
announcement, which is updated each year as funding is available.
Point of Contact [email protected] or [email protected]
Department of Education
Full-Service Community Schools Program (FSCS)
Program Full-Service Community Schools Program

(FSCS)

Description Provides support for the planning, implementation, and operation of
full-service community schools that improve the coordination,
integration, accessibility, and effectiveness of services for children and
families.
How Funds Can Support See above.

Community School Activities
Timing or Status Grant Applications are run when appropriations are available and at the
discretion of the agency. Please check the Federal Register under Notice
Inviting Applications (NIA) competition at: www.federalregister.gov for
the next round.
Other Information (Technical LEAs, Bureau of Indian Education, community-based organizations,
Assistance, Community nonprofit organizations, and other public or private entities are eligible
School Coordinator, etc.) to apply.
Full-time coordinators are a requirement for each school.
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/
Title I, Part A
Program Improving Basic Programs Operated by Local Educational Agencies (Title

I, Part A)
Funding Mechanism Formula grants to SEAs, formula subgrants to eligible LEAs
Description The purpose of Title I is to provide all children significant opportunity to

receive a fair, equitable, and high-quality education and to close
educational achievement gaps. There are two types of Title I, Part A
programs:
Schoolwide program: A Title I school operating a schoolwide program

may use Title I, Part A funds for any activity that supports the needs of
students in the school as identified through a comprehensive needs
assessment and articulated in a schoolwide plan. (ESEA section 1114(b)).
In designing and implementing the schoolwide plan, a school must
implement strategies that: (1) provide opportunities for all children to
meet challenging State academic standards; (2) use methods and
instructional strategies that strengthen the academic program in the
school, increase the amount and quality of learning time, and help
provide an enriched and accelerated curriculum, which may include
programs, activities, and courses necessary to provide a well-rounded
education; and (3) address the needs of all students, but particularly
those at risk of not meeting challenging State academic standards.
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
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it consolidates provided it meets the intent and purposes of those
programs.
Targeted assistance program: A Title I school operating a targeted

assistance program may use Title I, Part A funds only for programs that
serve eligible children—i.e., children who are failing, or most at risk of
failing, to meet challenging State academic standards.
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:
• High-quality preschool or full-day kindergarten and services to

facilitate the transition from early learning to elementary
education programs.
• Recruitment and retention of effective teachers, particularly in
high-need subjects.
• Instructional coaches to provide high-quality, school-based
professional development.
• Increased learning time.
• Evidence-based strategies to accelerate the acquisition of
content knowledge for English learners.
• Activities designed to increase access and prepare students for
success in high-quality advanced coursework to earn
postsecondary credit while in high school (e.g., Advanced
Placement, International Baccalaureate, early college high
schools, and dual or concurrent enrollment programs).
• Career and technical education programs to prepare students
for postsecondary education and the workforce; Counseling,
school-based mental health programs, mentoring services, and
other strategies to improve students’ nonacademic skills.
• School climate interventions (e.g., anti-bullying strategies,
positive behavior interventions and supports).
• Equipment, materials, and training needed to compile and
analyze student achievement data to monitor progress, alert the
school to struggling students, and drive decision making.
• Response-to-intervention strategies intended to allow for early
identification of students with learning or behavioral needs and
to provide a tiered response based on those needs.
• Activities that have been shown to be effective at increasing
family and community engagement in the school, including
family literacy programs.
• Devices and software for students to access digital learning
materials and collaborate with peers, and related training for
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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.
Targeted assistance program: Among other allowable activities,

including those listed above, a Title I school operating a targeted
assistance program may use Title I, Part A funds to coordinate and
integrate Federal, State, and local services and programs, such as
violence prevention programs, nutrition programs, housing programs,
Head Start programs, adult education programs, and career and
technical education programs for eligible children and their families. The
school may also use Title I, Part A funds for:
• Health, nutrition, and other social services for eligible children if

those services are not otherwise available; and
• As a last resort if other funds are not available, the provision of
basic medical equipment, such as eyeglasses and hearing aids;
compensation of a coordinator; family support and engagement
services; integrated student supports; and professional
development necessary to assist teachers, specialized
instructional support personnel, other staff, and parents in
identifying and meeting the comprehensive needs of eligible
children.
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
Title IV, Part A
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
For Additional Information https://oese.ed.gov/offices/office-of-formula-grants/safe-supportive-
schools/student-support-and-academic-enrichment-program/
Pandemic-Focused Formula Funding
Program Elementary and Secondary School Emergency Relief Fund (ESSER)

Funding Mechanism Formula grants to SEAs and LEAs
Description The ESSER program provides funds to SEAs and LEAS by formula to help
address the impact of lost instructional time and other impacts of the
COVID-19 pandemic in elementary and secondary schools.
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.
Timing or Status All funds have been awarded to SEAs.

Other Information (Technical Districts may use funds to develop or expand in-school student support
Assistance, Community centers that provide mentoring, counseling, and meet the social and
School Coordinator, etc.) emotional needs of students as part of the response to the pandemic.
For Additional Information https://oese.ed.gov/offices/education-stabilization-fund/elementary-
secondary-school-emergency-relief-fund/
FAQs explaining how American Rescue Plan (ARP) can be used to

support community schools: https://oese.ed.gov/files/2021/07/21-
0138-ARP-Community-Schools-OMB-and-OS-Approved-071421-1.pdf
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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.
For Additional Information https://oese.ed.gov/offices/education-stabilization-fund/governors-
emergency-education-relief-fund/
FAQs explaining how ARP can be used to support community schools:

https://oese.ed.gov/files/2021/07/21-0138-ARP-Community-Schools-
OMB-and-OS-Approved-071421-1.pdf
Other Formula-Based Federal Funding Opportunities
Program Impact Aid Program

Funding Mechanism Formula grant for eligible impacted local school districts.
Description Impact Aid payments provide funding to LEAs that are financially
burdened by federal activities. Funds are provided under Section 7002
related to the federal acquisition of real property and 7003(b) of the
ESEA to LEAs that serve significant numbers of federally connected
children and that have lost a portion of local property tax base as a
result of tax-exempt federal property. Section 7002 and 7003(b) funds
are available for all general fund purposes and can be expended for any
purpose, similar to local revenue for education.
How Funds Can Support Local school districts have discretion to determine how to spend these
Community School Activities grant funds.
Timing or Status Funds are awarded to LEAs by formula annually.
22
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/
Other Competitive Funding Opportunities
Program School Climate Transformation LEA

Description Provides competitive grants to LEAs to develop, enhance, or expand
systems of support for, and technical assistance to, schools
implementing a multi-tiered system of support, for improving school
climate.
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.
schools/school-climate-transformation-grant-local-educational-agency-
grants-program/
Program TRIO: Upward Bound

Description Helps increase the rate at which participants complete secondary
education and enroll in and graduate from institutions of postsecondary
education.
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,
23
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
Mental Health Supports
Program Mental Health Service Professional Demonstration Grant Program

Description Provides competitive grants to support and demonstrate innovative
partnerships to prepare school-based mental health service providers
for employment in schools and LEAs.
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
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.
schools/mental-health-service-professional-demonstration-grant-
program/
Program School-Based Mental Health Services Grant Program

Description Provides competitive grants to SEAs and LEAs to increase the number of
qualified mental health service providers that provide school-based
mental health services to students in LEAs with demonstrated need.
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.
24
Timing or Status Grant Application runs when appropriations are available at the
Other Information (Technical LEAs with demonstrated need and SEAs on behalf of LEAs with
Assistance, Community demonstrated need are eligible to apply.
schools/school-based-mental-health-services-grant-program/
Supports for Indian Children and Youth
Program Demonstration Grants for Indian Children and Youth
Funding Mechanism Competitive Grant

Description The purpose of the program is to provide financial assistance to projects
that develop, test, and demonstrate the effectiveness of services and
programs to improve the educational opportunities and achievement of
Indian students in preschool, elementary, and secondary schools.
How Funds Can Support Services and programs may include supplemental academic programs or
Community School Activities courses, social-emotional services, cultural education, and other support
services for American Indian and Alaska Native students and families.
Timing or Status Grant competitions are typically held every other year, based on the
availability of appropriations from Congress. Competitions are
announced in the Federal Register. The last competition was announced
on February 18, 2022 and closed on April 19, 2022. This competition
notice was published at: https://www.federalregister.gov/d/2022-
03510.
Other Information (Technical Under Demonstration Grants competitions with a priority for Native
Assistance, Community Youth Community Projects, projects must include at least one Tribe and
School Coordinator, etc.) either a local school district or school funded by the Interior Bureau of
Indian Education (BIE). Projects may also include additional Tribes,
school districts, or BIE-funded schools, as well as a State educational
agency, Indian organization, or Tribal College or University. Funds may
be used to support a Community school coordinator. Technical
assistance is provided by the Office of Indian Education at the U.S.
Department of Education.
For Additional Information https://oese.ed.gov/offices/office-of-indian-education/demonstration-
grants-for-indian-children/
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
Program Promise Neighborhoods

Description The purpose of the Promise Neighborhoods program is to significantly
improve the academic and developmental outcomes of children and
youth living in the most distressed communities of the United States.
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
Department of Health and Human Services (HHS)

Mental Health Services
Program Grants to Support School-Based Health Centers (SBHC)

Description Grants support school-based health center capacity to provide primary
health care services for school-aged children. Competitive funding
opportunities provide support for costs of the operation of school-based
health centers (SBHC funding only) and capital expenditures for SBHC
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]
Or use this contact form: BPHC Contact Form
Program Block Grants for Community Mental Health Services

(MHBG)
Funding Mechanism Block grant to all 50 states

Description The MHBG program's objective is to support the grantees in carrying out
plans for providing comprehensive community mental health services.
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.
Schools, school districts, and SEAs are not eligible applicants.

For Additional Information Mental Health Services Block Grant (MHBG) | SAMHSA
Point of Contact [email protected] or the relevant state-based point of
contact at the following link: Community Mental Health Services Block
Grant (MHBG) Contacts | SAMHSA
Program Comprehensive Community Mental Health Services for

Children with Serious Emotional Disturbances (SED)

Description Designed to support individuals at risk of SEDs, and can be used to
support, create, and sustain mental health services at schools for
individuals 0-21 years of age
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.
Timing or Status Grants are funded on an annual basis.

Other Information (Technical This grant can be used to support the salary of a Community School
Assistance, Community Coordinator.
For Additional Information https://www.samhsa.gov/grants/grant-announcements/sm-22-007

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
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
Or the point(s) of contact listed at this link: Cooperative Agreements for

the Garrett Lee Smith State/Tribal Youth Suicide Prevention and Early
Intervention Program | SAMHSA
Program National Child Traumatic Stress Initiative – Category III,

Community Treatment and Services (CTS)

Description Helps provide and increase access to effective trauma-focused
treatment and services systems in communities for children,
adolescents, and their families who experience traumatic events
throughout the nation.
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.
Treatment must be provided in outpatient, school-based system day

treatment (including outreach-based services) or intensive outpatient,
home-based, or residential programs. Funding could also be used to
provide services to populations of child-serving systems such as child
welfare, child protective services, law enforcement and courts, and the
29
juvenile justice system, on trauma-informed practices using provider
expertise or Network resources at the local, regional, or state levels.
Timing or Status The next round of funding is in December 2022

(https://www.samhsa.gov/grants/grant-announcements-2022/fy-2023-
nofo-forecasts). Timing may vary from year to year.
For Additional Information National Child Traumatic Stress Initiative- Category III Community
Treatment and Services Centers (CTS) (publicsafetygrants.info)
Or the point of contact listed at this link: National Child Traumatic Stress
Initiative- Category III Community Treatment and Services Centers (CTS)
(publicsafetygrants.info)
Program Pediatric Mental Health Care Access (PMHCA) Program

Description Promotes behavioral health integration into pediatric primary care using
telehealth. Statewide or regional networks of pediatric mental health
teams composed of child and adolescent psychiatrists, licensed mental
health professionals, and care coordinators provide teleconsultation,
training, technical assistance, and care coordination support services to
pediatric primary care and other providers. This support enables
providers to deliver high quality and timely detection, assessment,
treatment, and referrals for children and adolescents with a behavioral
health condition. PMHCA recipients also focus on achieving health
equity related to racial, ethnic, and geographic disparities in access to
care, especially in rural and other underserved areas.
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.
Timing or Status Supplemental funding to existing PMHCA grantees was awarded in

September 2022. The FY 2023 NOFO is expected to be released in early
2023. Schools, school districts, or state educational agencies are not
eligible applicants.
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.
Or schools may identify their local PMHCA point of contact here:

Pediatric Mental Health Care Access | MCHB (hrsa.gov)
Program Project Advancing Wellness and Resiliency in Education

(AWARE)

Description This grant is designed to develop a sustainable infrastructure for school-
based mental health programs and services and to build a collaborative
partnership with the LEA, SEA, the SMHA (State Mental Health Agency),
community-based providers of behavioral health care services, school
personnel, community organizations, families, and school-aged youth.
Designed to build or expand the capacity of SEAs, in partnership with
SMHAs overseeing school-aged youth and LEAs, to: (1) increase
awareness of mental health issues among school-aged youth; (2)
provide training for school personnel and other adults who interact with
school-aged youth to detect and respond to mental health issues; and
(3) connect school-aged youth, who may have behavioral health issues
(including SED or serious mental illness), and their families to needed
services.
How Funds Can Support See Project AWARE | SAMHSA

This program will assist in establishing mental health prevention and
intervention activities in LEAs and partner organizations.
Timing or Status In FY 2022, applications were posted March 3rd and were due May 2nd.
The next round of funding may occur in FY 23.
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.
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.
Project AWARE grantees have access to Mental Health Technology

Transfer Center Network (MHTTC) for TA. MHTTC School Mental Health
Initiative | Mental Health Technology Transfer Center (MHTTC) Network
(mhttcnetwork.org). HHS also hosts a pre-applicant webinar, publishes
FAQs, and mans a 24/7 NOFO resource mailbox to provide TA during the
application process.
For Additional Information Project AWARE (Advancing Wellness and Resiliency in Education) |
SAMHSA and
https://www.samhsa.gov/grants/grant-announcements/sm-18-006
Point of Contact [email protected], [email protected], or
[email protected]
Or the point of contact listed at this link: Project AWARE (Advancing

Wellness and Resiliency in Education) | SAMHSA
Pregnancy Prevention and Maternal Health
Program Adolescent Pregnancy Prevention (APP) Program
Funding Mechanism Both Mandatory and Competitive grants
Description Provides abstinence and contraceptive education to youth between the

ages of 10 and 19 who are at high risk for becoming pregnant, education
to prevent sexually transmitted infections (STIs) and HIV/AIDS, and must
address adulthood preparation subjects.
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.
Timing or Status The next round of funding will be available in FY 2024
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.
For Additional Information https://www.acf.hhs.gov/fysb/adolescent-pregnancy-prevention
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
Funding Mechanism Formula grant to 56 states and jurisdictions
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.
Existing state, jurisdiction, and nonprofit grantees are eligible applicants

for continued formula grants.
For Additional Information https://mchb.hrsa.gov/programs-impact/programs/home-

visiting/maternal-infant-early-childhood-home-visiting-miechv-program
Program Teen Pregnancy Prevention (TPP) Program

Description Provide health education, linkages and referrals, family engagement,
and mentoring services.
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.
Timing or Status The next round of funding will be available on 4/1/2023.
Forecasts have been posted that include est. release date, application
deadline, and award date:
• https://www.grants.gov/web/grants/view-
34
Technical assistance is available after the NOFO is released.
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.
Allowable activities are outlined in the Notice of Funding Opportunities

(NOFO) and must be for replicating programs that have been proven
effective through rigorous evaluation to reduce teenage pregnancy,
behavioral risk factors underlying teenage pregnancy, or other
associated risk factors [Tier 1] OR to develop, replicate, refine, and test
additional models and innovative strategies for preventing teenage
pregnancy [Tier 2].
For Additional Information https://opa.hhs.gov/grant-programs/teen-pregnancy-prevention-

program-tpp
Or email [email protected]
Physical Health & Safety
Program Basic Center Program

Description Provides temporary shelter and counseling services to youth who have
left home without permission of their parents or guardians, have been
forced to leave home, or other homeless youth who might otherwise
end up in the law enforcement or in the child welfare, mental health, or
juvenile justice systems.
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.
Timing or Status The next round of funding will be available in FY 23.
Other Information (Technical Eligible applicants include LEAs. TA is provided.

For Additional Information https://www.grants.gov/view-opportunity.html?oppId=335504
Or the point of contact listed at the bottom of this link: View

Opportunity | GRANTS.GOV
Program Family-to-Family Health Information Centers (F2F HIC)

Description Provides information, education, technical assistance, and peer support
to families of children and youth with special health care needs
(CYSHCN) and the professionals who serve them. The goal of the F2F HIC
Program is to promote optimal health and well-being for CYSHCN and
their families by advancing a well-functioning system of services in
which families and health professionals partner in health care decision-
making.
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.
Timing or Status The next round of funding is anticipated in FY 2027.
Other Information (Technical Eligible applicants include any public or private entity. Technical
Assistance, Community assistance webinars are available to potential applicants.
For Additional Information Children and Youth with Special Health Care Needs (CYSHCN) | MCHB
(hrsa.gov)
36
Program Human Trafficking Youth Prevention Education (HTYPE) Demonstration
Program
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.

Other Information (Technical Eligible applicants include LEAs. Technical assistance for HTYPE
Assistance, Community recipients is available through the National Human Trafficking Training
School Coordinator, etc.) and Technical Assistance Center.
For Additional Information https://www.acf.hhs.gov/otip/grant-funding/htype-human-trafficking-

youth-prevention-education-demonstration-program
Program Health Center Program: School-Based Service Expansion

Description Grants expand access to health center services for children and
adolescents through Health Center Program service delivery sites
located at schools.
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.
37
Schools, school districts, or state educational agencies are not eligible
applicants.
Health centers are able to partner with community schools in their

service area. See https://findahealthcenter.hrsa.gov/ to locate nearby
health centers.
For Additional Information https://bphc.hrsa.gov/funding/funding-opportunities/school-based-

service-expansion
Point of Contact BPHC Contact Form select “funding” → “applications for NOFOs”
Program Street Outreach Program (SOP)

Funding Mechanism Competitive
Description Provides street-based services to runaway, homeless, and street youth
(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.
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.

Other Information (Technical Eligible applicants include LEAs. TA is provided.
For Additional Information Please visit https://www.grants.gov/view-
Please also see the contact information at this link: Street Outreach
Program | The Administration for Children and Families (hhs.gov)
Child Care
Program Child Care and Development Fund (CCDF)

Funding Mechanism Formula Grant
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.
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
Program Head Start

Description Administers grant funding and oversight to 1,600 public and private
nonprofit and for-profit agencies that provide Head Start services. Head
Start provides comprehensive services to include areas for education
and child development; family well-being; parent, family, and
community engagement; health and wellness (nutrition, dental,
physical, behavioral health); services to children with disabilities;
services to pregnant people; cultural and linguistic responsiveness;
transportation; program management and fiscal operations; and
transitions to other learning sessions.
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)
Drug-Free Communities and Treatment Services
Program Drug-Free Communities (DFC) Support Program Grants

Funding Mechanism Competitive
Description The DFC Support Program has two goals:
Establish and strengthen collaboration among communities, public and
private non-profit agencies; as well as federal, state, local, and tribal
governments to support the efforts of community coalitions working to
prevent and reduce substance use among youth*.
Reduce substance use among youth and, over time, reduce substance
abuse among adults by addressing the factors in a community that
increase the risk of substance abuse and promoting the factors that
minimize the risk of substance abuse.
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
Program Enhancement and Expansion of Treatment and Recovery (aka Youth and
Family Tree Grants)
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.
Timing or Status This grant is expected to be funded again, on an annual basis.

Other Information (Technical These activities are not provided with this grant.
For Additional Information https://www.samhsa.gov/grants/grant-announcements/ti-18-010
Or the point of contact listed at this link: Enhancement and Expansion of

Treatment and Recovery Services for Adolescents, Transitional Aged
Youth, and their Families | SAMHSA
Program Substance Abuse and Prevention Block Grant (SABG)

Funding Mechanism State block grant
Description The Substance Abuse Prevention and Treatment Block Grant (SABG)
program provides funds to all 50 states, the District of Columbia, Puerto
Rico, the U.S. Virgin Islands, 6 Pacific jurisdictions, and 1 tribal entity to
prevent and treat substance abuse. The SABG program’s objective is to
help plan, implement, and evaluate activities that prevent and treat
substance abuse.
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.
Timing or Status Next cycle FY 2023.

Other Information (Technical The Synar Amendment to the 1992 Alcohol, Drug Abuse, and Mental
Assistance, Community Health Administration Reorganization Act (PL 102-321) aims to decrease
School Coordinator, etc.) youth access to tobacco. SAMHSA oversees the implementation of the
amendment. https://www.samhsa.gov/synar
For Additional Information https://www.samhsa.gov/grants/block-grants/sabg
41
Or the relevant point of contact listed here: Substance Abuse Prevention
and Treatment Block Grant (SABG) Contacts | SAMHSA
Program Sober Truth on Preventing Underage Drinking (STOP) Act Grants

Funding Mechanism Competitive Grants
Description The purpose of the STOP Act Grants is to prevent and reduce alcohol use
among youth and young adults ages 12-20 in communities throughout
the United States. The program aims to: (1) address norms regarding
alcohol use by youth; (2) reduce opportunities for underage drinking; (3)
create changes in underage drinking enforcement efforts; (4) address
penalties for underage use, and/or; (5) reduce negative consequences
associated with underage drinking (e.g., motor vehicle crashes, sexual
assaults). In addition, applicants will build on the strategic planning
framework processes that were developed under a Drug Free
Communities (DFC) grant.
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.
For Additional Information https://www.samhsa.gov/grants/grant-announcements/sp-22-006
Or the relevant point of contact listed here: Sober Truth on Preventing

Underage Drinking Act Grants | SAMHSA
Program Strategic Prevention Framework-Partnerships for Success (SFP PFS)

Funding Mechanism Competitive Grants
Description The purpose of this grant program is to help reduce the onset and
progression of substance misuse and its related problems by supporting
the development and delivery of state and community substance misuse
prevention and mental health promotion services. The SPF-PFS program
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.
For Additional Information https://www.samhsa.gov/grants/grant-announcements/sp-22-004
Or the relevant point of contact listed here: Strategic Prevention

Framework-Partnerships for Success | SAMHSA
Program State Opioid Response (SOR) Program
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.
Timing or Status This is a two-year grant program.
Other Information (Technical Opioid Response Network (ORN), https://opioidresponsenetwork.org

For Additional Information https://www.samhsa.gov/grants/grant-announcements/ti-22-005
Or the relevant point of contact listed here: State Opioid Response (SOR)
Grants | SAMHSA
Native Language Supports
Program Native Languages - Esther Martinez Immersion Grant Program

Description Provides funding for community-based projects that ensure continuing
vitality of Native languages through immersion-based instruction.
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.
For Additional Information https://www.acf.hhs.gov/ana

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
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)
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)
Mentoring & Refugee Supports
Program Refugee Support Services - Youth Mentoring (YM) Program

Funding Mechanism Formula
Description The YM program provides services to eligible individuals between the
ages of 15 and 24 to promote positive civic and social engagement and
support individual educational and vocational advancement of eligible
youth, through the matching of eligible youth to positive adult mentors.
Funding for YM is awarded to states and Replacement Designees (RDs).
This funding can only support Office of Refugee Resettlement (ORR)-
eligible populations, delineated within ORR Policy Letters 16-01, 22-01,
and 22-13.
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.
Timing or Status Funding is issued annually to states and RDs.

Other Information (Technical While schools, school districts, and SEAs are not eligible applicants, they
Assistance, Community can be sub-granted funds.
For Additional Information https://www.acf.hhs.gov/sites/default/files/documents/orr/orr-pl-22-
09-youth-mentoring-program-2021-12-08.pdf
Or [email protected]
Program Afghan Refugee Support Services - Support to Schools (S2S)

Funding Mechanism Formula15
Description The S2S program provides funding to support schools impacted by the
influx of Afghan school-aged children. States must direct all S2S funding
to either a state educational agency or one or more local educational
agencies to enhance school districts' capacity to promote academic
performance and successful integration of eligible Afghan youth.
Funding for this program is awarded to states and Replacement
Designees.
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.
Timing or Status The next round of funding will be announced on 9/30/2024.

Other Information (Technical This funding can only support select ORR-eligible Afghan populations: for
Assistance, Community more information, see ORR Policy Letter 22-01.
While schools, school districts, and SEAs are not eligible applicants, they
can be sub-granted funds.
For Additional Information https://www.acf.hhs.gov/sites/default/files/documents/orr/ORR-PL-22-
12-ARSI-Support-to-Schools-Initiative.pdf
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]
Department of Housing and Urban Development (HUD)

Neighborhood Revitalization & Housing Supports
Program Choice Neighborhoods
Funding Mechanism Choice Neighborhoods is an annual competitive grant opportunity

providing both planning and implementation grants that local
governments, Public Housing Authorities, and Tribal Entities are eligible
to apply for.
Description Choice Neighborhoods is a comprehensive neighborhood

redevelopment program, focused primarily on providing funding to
redevelop specifically defined distressed HUD-assisted housing projects
located in eligible low-income neighborhoods. Up to 15-20% of grant
funds may be used by grantees for supportive services, these services
(such as case management or social service referrals) are limited to the
residents of the targeted HUD-assisted housing project.
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.
Most Choice neighborhood funding must be used for revitalizing target

distressed housing. Up to 15% of a Choice Neighborhood grant can be
used for neighborhood revitalization efforts (e.g. commercial
revitalization, homeownership, parks) that can support the
neighborhoods surrounding the target housing development. Between
15% and 20% of a Choice grant may be used for supportive services.
These services must follow the residents of target housing, and cannot
support school-wide programming.
Community schools can engage with their local governments, public

housing authorities, or Tribal entities as they are submitting planning
grants for the Choice Neighborhoods program, so that the impacts of
revitalization on community schools are considered.
To facilitate this work, HUD’s Choice Neighborhoods Office will work to

match current Community Schools with current Choice Neighborhoods
grantees to further strengthen potential coordination and will share
47
information about Community Schools opportunities and collaboration
through the Choice Neighborhoods newsletter.
HUD’s Choice Neighborhoods office will also send out a promotion of

the Community Schools funding announcements to their newsletter
listserv, which reaches Choice grantees. This includes including
potentially doing a spotlight that would provide more information about
what Community Schools are and how they can work with a Choice
Neighborhoods.
Timing or Status The FY 22 Choice Neighborhoods Notice of Funding Opportunity is

currently live, with applications due in January of 2023 and can be found
here: Search Grants | GRANTS.GOV
Other Information (Technical See above for technical considerations.

For Additional Information https://www.hud.gov/cn
Program Community Development Block Grant (CDBG)
Funding Mechanism Annual formula block grant to more than 1,200 metropolitan cities,
urban counties, states, and insular areas.
Description The CDBG program's primary objective is the development of viable

urban communities, by providing decent housing and a suitable living
environment and expanding economic opportunities, principally for
persons of low and moderate income.
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.
For Additional Information Explore CDBG: https://www.hudexchange.info/programs/cdbg/cdbg-ta-

products/#all-products
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
Program Moving To Work (MTW)
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.
• Tacoma Housing Authority’s (THA) Regional Approach for

Special Purpose Housing: In late 2020, THA, Tacoma Public
Schools (TPS), and Pierce County expanded a pre-existing
regional partnership to launch the Tacoma Schools Housing
Assistance Program (TSHAP). TPS families identified as
McKinney-Vento are referred to the contracted provider who
engages them in a creative conversation to identify their needs
and potential solutions to their housing challenges. Potential
interventions include one-time prevention supports, diversion,
or Rapid Rehousing, depending on a family’s particular needs.
• San Diego Housing Commission’s Monarch School Project:

Using Broader Uses of Funds Authority, SDHC created a pilot
program to provide housing subsidy to homeless families with
minors enrolled in Monarch School. The school is a public-
private partnership between the San Diego County Office of
Education and the nonprofit Monarch School Project, a 501(c)(3)
corporation. The Achievement Academy delivers work readiness
services (such as job placement and training) to the adult family
members. The project now utilizes the Coordinated Entry
System (CES) for programmatic referrals.
• Keene Housing’s Kids Collaborative (KHKC): The KHKC is a

501(c)(3) non-profit organization KH created in 2015 to provide
educational and other services to children living in KH owned or
managed properties, as well as children living in privately owned
housing with assistance from MTW Housing Choice, Non-Elderly
Disabled, or Mainstream voucher. KHKC has already forged
important partnerships with various providers of educational,
social, athletic, and other programming for children, with an
initial focus on preschool to elementary-aged children. KHKC is
engaging local academics with interest in issues of child
development and generational poverty to study how KHKC's
interventions with support from KH can affect the economic
outcomes of children living in KH-assisted housing.
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.
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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)
For Additional Information https://www.hud.gov/mtw
Point of Contact Moving to Work (MTW) - Participating Agencies | HUD.gov / U.S.

Department of Housing and Urban Development (HUD)
Homelessness Services
Program Continuum of Care (COC) Program

Funding Mechanism CoC funding is administered through an annual competitive grant that
nonprofits, states, localities, territories and Tribal governments can
apply for.
Description The CoC Program is designed to promote communitywide commitment
to the goal of ending homelessness, and will provide housing assistance
for individuals and families at risk of homelessness.
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.
Community schools are encouraged to be included as CoC members and

can serve on CoC boards depending on local governance.
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].
Program Youth Homelessness Demonstration Program (YHDP)

Description The YHDP is an initiative designed to reduce the number of youth
experiencing homelessness. The goal of the YHDP is to support selected
communities, including rural, suburban, and urban areas across the
United States, in the development and implementation of a coordinated
community approach to preventing and ending youth homelessness.
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:
• Incorporating Education into Coordinated Community

Responses to Youth and Young Adult Homelessness: Lessons
from the Youth Homelessness Demonstration Program:
https://nche.ed.gov/wp-content/uploads/2021/03/yhdp-
round3-summary-profile.pdf
• 100-Day Challenge Case Study: Suburban Cook County, IL -
Collaboration With School Districts:
https://files.hudexchange.info/resources/documents/100-Day-
Challenge-Case-Study-Suburban-Cook-County-IL-Collaboration-
With-School-Districts.pdf
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.
State educational agencies and some school districts are eligible

applicants (individual schools may not apply directly).
Technical assistance is available. YHDP communities receive in-depth TA,

including TA specifically focused on integrating education providers and
schools into the YHDP work. Additionally, eligible applicants can request
technical assistance with their youth homeless response system through
the HUDExchange (https://www.hudexchange.info/program-
support/technical-assistance/).
For Additional Information https://www.hud.gov/program_offices/comm_planning/yhdp

Department of the Interior

Program Tribally-Controlled School Grants (Public Law 100-297)
Funding Mechanism Formula grant
Description Public Law 100-297 allowed schools to become a tribally controlled
school governed by a Board of Trustees. This law provides for more
management and leadership flexibility to Tribes in the area of
operational and administration educational programs.
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.
Technical assistance is available.
53
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).
Department of Labor (DOL)

Workforce Development Programming & Services
Program Work Opportunity in Rural Communities

Description Facilitate the alignment of workforce development efforts with existing
economic development strategies in rural communities hard hit by
economic transition and recovering slowly. This grant program is
administered cooperatively with the Appalachian Regional Commission,
Delta Regional Authority, and Northern Border Regional Commission.
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.
Timing or Status Estimated Funding Opportunity Announcement in Spring 2023, with

awards in late summer 2023.
Other Information (Technical Eligible applicants include:
Assistance, Community • Nonprofits that do not have a 501(c)(3) status with the IRS,
School Coordinator, etc.) other than institutions of higher education
• County governments
• State governments
• 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
• Public and State controlled institutions of higher education
• City or township governments
• Special district governments
• Native American tribal governments (Federally recognized)
• Private institutions of higher education
For Additional Information https://www.grants.gov/view-opportunity.html?oppId=336549 and
https://www.dol.gov/agencies/eta/dislocated-
workers/grants/workforce-opportunity
54
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.
For Additional Information https://www.grants.gov/view-opportunity.html?oppId=336573 and
https://www.dol.gov/agencies/eta/dinap
Services to Connect Youth to Employment, Education, & Training Opportunities
Program WIOA Youth Program

Description Under Title I of the Workforce Innovation and Opportunity Act of 2014
(WIOA), formula funds are provided to states and outlying areas, states
in turn provide local workforce areas resources to deliver a
comprehensive array of youth services that focus on assisting out-of-
school youth and in-school youth with one or more barriers to
employment prepare for post-secondary education and employment
opportunities, attain educational and/or skills training credentials, and
secure employment with career/promotional opportunities. Local
55
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.
Funds are distributed by formula to states in April of each year. Local

workforce development boards determine how the funds are allocated
in keeping with the WIOA legislation which emphasizes services for
opportunity youth.
Other Information (Technical Technical assistance will be provided to community schools through an
Assistance, Community email and a webinar, the latter of which will occur in 2023. The webinar
School Coordinator, etc.) will allow DOL to highlight relationships working in rural areas and
discuss other opportunities, such as mental health coordination and
support of opportunity youth, for community school involvement. ETA
will further provide guidance to Job Corps programs through the Policy
Requirements Handbook (PRH), to promote future partnership and
collaboration with community schools.
American Job Centers, www.careeronestop.org;

www.youth.workforcegps.org
For Additional Information WIOA Youth Formula Program | U.S. Department of Labor (dol.gov)
Program YouthBuild Grant Program

Description Fund community-based alternative education programs for youth
between the ages of 16 and 24 who left high school prior to graduation
that also have other risk factors, including being an adjudicated youth,
youth aging out of foster care, youth with disabilities, migrant
56
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.
Timing or Status Annual funding opportunity announcements are posted on Grants.gov

and www.dol.gov/grants.
Other Information (Technical Please note: eligible applicants vary according to the grant description
Assistance, Community for each year. Please see Department of Labor Grants | U.S. Department
School Coordinator, etc.) of Labor (dol.gov) for more information on each year’s eligible
applicants.
For information on the YouthBuild grant awardees from 2021, please

see this document: YouthBUILD Grant Awards (dol.gov).
For Additional Information See https://www.grants.gov/view-opportunity.html?oppId=336698 and

Department of Labor Grants | U.S. Department of Labor (dol.gov) for
information on the available grants each year.
Department of Justice (DOJ)

Program Enhancing School Capacity to Address Youth Violence
Description The OJJDP Enhancing School Capacity to Address Youth Violence

program supports targeted efforts to address youth violence through
implementing evidence-based prevention and intervention efforts in a
school-based setting (K – 12th grade only). The goals of the program are
to: (1) reduce the incidence of school violence through improved school
safety and climate and (2) prevent youth violence, delinquency, and
victimization in the targeted community.
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
57
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
Program Preventing School Violence: BJA’s STOP School Violence Program
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:
(1) Develop and operate technology solutions such as anonymous

reporting systems for threats of school violence, including
mobile telephone applications, hotlines, websites, or other
school safety technology solutions, for accurate identification of
danger (without resort to discriminatory stereotypes or violating
privacy) or other technology solutions shown to improve school
safety.
(2) Develop and implement multidisciplinary behavioral threat
assessment (BTA) and/or intervention teams. BTA and/or
intervention teams BTA and/or intervention teams must be
58
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)
59
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.

Program Volunteer Generation Funds
Description Help develop and support community-based entities to recruit, manage,
and support volunteers. This program funds effective approaches that
expand volunteering, strengthen the capacity of volunteer connector
organizations to recruit and retain skill-based volunteers, and develop
strategies to use volunteers effectively to solve problems. They can help
bring many types of caring adults into school buildings, such as mentors;
tutors; college success coaches; and others.
How Funds Can Support See above.

Timing or Status Awards are made annually. The FY 2023 competition has closed and
recipients will be announced in early December 2022. The Volunteer
Generation Fund grant opportunity is generally announced in the spring.
State Service Commissions might have additional funding opportunities -
https://www.statecommissions.org/state-service-commissions.
Other Information (Technical Technical assistance is offered during the application process. After an
Assistance, Community award is given, support is provided via AmeriCorps Portfolio Managers
School Coordinator, etc.) who also connect awardees to other grantees through Community of
Practice.
For Additional Information https://americorps.gov/funding-opportunity/fy-2023-volunteer-
generation-fund
Point of Contact [email protected], (202) 606-3836
Program Office of Indian Education Formula Grants
60
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
For Additional Information https://oese.ed.gov/offices/office-of-indian-education/

Program Title V, Part B (Small, Rural School Achievement) Grants

Description The U.S. Department of Education awards grants on a formula basis to
eligible LEAs to address the unique needs of rural school districts. School
districts may use Small, Rural School Achievement funds to pay for
activities that are allowable under Title I, Part A, Title II, Part A, Title III,
Title IV, Part A, and Title IV, Part B of the ESEA.
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.
61
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/
Program Title V, Part B (Rural and Low-income School) Grants

Description Awards are issued annually to SEAs, which make subgrants to LEAs that
meet the eligibility requirements. School districts may use RLIS funds to
pay for activities that are allowable under Title I, Part A, Title II, Part A,
Title III, and Title IV, Part A of the ESEA, as well as parental involvement
activities.
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.
Timing or Status Funds are awarded annually.

Other Information (Technical Grants are made to SEAs with eligible school districts. SEAs subgrant RLIS
Assistance, Community funds to eligible school districts. If a State elects to not participate in the
School Coordinator, etc.) RLIS program, eligible LEAs from that State are considered specially
qualified agencies and may apply directly to the Department for RLIS
grants.
For Additional Information https://oese.ed.gov/offices/office-of-formula-grants/rural-insular-
native-achievement-programs/rural-education-achievement-
program/rural-and-low-income-school-program/
Department of Health and Human Services (HHS)

Program Rural Health Network Development Planning Program
62
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.
Timing or Status The FY 2023 NOFO was released on October 5, 2022.
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
Program Temporary Assistance for Needy Families (TANF)

Funding Mechanism Block grant
Description Provide states, territories, and tribes with flexibility in operating cash
assistance programs, employment and training assistance, and related
services designed to help families with children build family economic
mobility and wellbeing.
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.
For Additional Information https://www.acf.hhs.gov/ofa/programs/tanf/about
63
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
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.
Timing or Status Title V grantees receive formula funds annually.

Other Information (Technical Based on a 5-year needs assessment of its maternal and child health
Assistance, Community population, each state determines how to best invest its federal Title V
School Coordinator, etc.) funds to address the priority needs of each individual state's maternal
and child health population. In their annual report and application, state
Title V Maternal and Child Health Block Grant Programs describe how
the state allocates funding to address its state action plan to develop
systems of care and ensure these systems are family-centered,
community-based, and culturally competent.
For Additional Information https://mchb.hrsa.gov/programs-impact/title-v-maternal-child-health-
mch-block-grant
Or the point of contact listed here: Title V Maternal and Child Health
(MCH) Block Grant | MCHB (hrsa.gov)
Department of Justice (DOJ)

Program Strategies To Support Children Exposed to Violence
Description Provides funding for communities, including schools, to develop

coordinated and comprehensive community-based approaches to assist
children and their families who are exposed to violence build resilience
and prevent future juvenile violence and delinquency.
How Funds Can Support See below for eligible applicants that includes schools or entities that
Community School Activities would support school services.
64
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.
For Additional Information https://ojjdp.ojp.gov/funding/fy2022/o-ojjdp-2022-171251
Pillar 3: Expanded and Enriched Learning Time and

Opportunities
Organizations across the country are partnering with community schools to provide additional learning
opportunities and supports to students. As one example, United Way of Asheville-Buncombe County has
brought together Community Resource Teams comprised of students, family members, school staff,
and community partners to support family and community engagement, volunteer recruitment, youth
leadership, and school staff appreciation events. This group also sponsors weekly in-person events such
as Homework Diners, which provide a free meal, foster student mentorship and student-parent
connection, and facilitate access to community resources.

Program AmeriCorps Seniors Foster Grandparent Program
Funding Mechanism Non-competitive grant

Description AmeriCorps Seniors Foster Grandparent Program is an intergenerational
program that engages volunteers ages 55 and older in national service
to provide one-on-one mentoring, tutoring, and social-emotional
support to children who have special or exceptional needs or who have
an academic, social, or financial disadvantage. Volunteers serve on
65
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.
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
Program AmeriCorps Seniors RSVP

Description One of the largest senior volunteer organizations in the nation, the
AmeriCorps Seniors RSVP program engages more than 145,000 people
age 55 and older in a diverse range of activities. This flexible program
can mobilize older adult volunteers to support short- and long-term
projects.
How Funds Can Support Volunteers serve by providing tutoring and mentoring to
Community School Activities underresourced or disabled youth; assisting students from low-income
backgrounds to prepare for college; and engaging underprivileged youth
in STEM projects and exposing them to STEM professionals.
Timing or Status RSVP is a competitive funding opportunity. The next competitive round
of funding will be awarded in FY 2025. FYs 2023 and 2024 are non-
competitive administrative renewal cycles for the current portfolio. 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 RSVP is one of the agency’s most flexible grant programs. Organizations
Assistance, Community determine where the need is greatest and how volunteers can respond
School Coordinator, etc.) to the need as long as it falls within one of AmeriCorps’ six focus areas:
66
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
Program AmeriCorps State and National Competitive Grants

Description Awarded to eligible organizations, including schools and LEAs, proposing
to engage AmeriCorps members in evidence-based or evidence-
informed interventions/practices to strengthen communities. Funds can
be used to support AmeriCorps members, but cannot supplant existing
staff.
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.
Organizations that propose to operate in only one state must apply

through the Governor-appointed State or Territory Commissions. Each
state and territory administers its own selection process and submits the
applications it selects to compete for funding directly to AmeriCorps.
Single-state applicant deadlines to State Commissions may be
significantly before the AmeriCorps State and National deadline, thus
prospective state applicants should contact the State Commission in the
state or territory where they intend to apply as early as possible.
67
Other Information (Technical Though AmeriCorps members cannot supplant existing staff, corps
Assistance, Community members could serve as or support a Community School Coordinator.
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.
Department of Defense (DOD)

Program National Defense Education Program Funding Opportunities
Description DoD STEM awards grants to a variety of organizations, including Pre-K-
12 and higher education institutions, non-profits, and industry, that
share the DoD STEM mission: to provide innovative learning
opportunities in STEM education and outreach for students, teachers
and other educators.
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.
Timing or Status Dependent on Congressional allocation. When information becomes

available, it can be found at dodstem.us.
Other Information (Technical Specific initiatives for each NDEP funding opportunity can be found in
Assistance, Community their individual posting. Additionally, the majority, if not all, funded
School Coordinator, etc.) programs support the FY 21-FY 25 DoD STEM Strategic Plan, in which
Goal 1 is to "inspire community engagement in DoD STEM education
programs and activities to provide meaningful STEM learning
opportunities for students and educators." Previous awardees have
included local educational agencies and school districts, to promote
68
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.
Awardees may be LEAs, IHEs, nonprofits, and others focused on

activities related to STEM. These activities may also support resources
necessary for community schools.
For Additional Information More information found under CFDA 12.006:

https://sam.gov/fal/d1fe678599d04fb8bd52aa78d6868d8f/view. Please
also see Home | DoD STEM.
Program DOD STARBASE

Description DoD STARBASE awards grants to all five branches of the military,
including the reserve components, to inspire students to explore STEM
careers.
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.
Timing or Status Deadlines vary for these awards.

Other Information (Technical DoD STARBASE’s primary focus is the program for fifth graders. The goal
Assistance, Community is to motivate students to explore STEM opportunities as they continue
School Coordinator, etc.) their education. The academies serve students that are historically
underrepresented in STEM. DoD STARBASE offerings have expanded to
include STEM enrichment programs and activities that target 6th to 12th
grade students.
Beneficiaries of these grants include local educational agencies,

community schools, charter schools, private, parochial and home
schools.
Technical assistance is provided.

For Additional Information https://dodstarbase.org/
69
Program Department of the Navy (DON) STEM Education
& Workforce Program

Description DON STEM grants go to a range of entities including for pre-secondary
and higher education, non-profits, and industry, that share the DON
STEM mission to develop innovative solutions that directly maintain,
and/or cultivate a diverse, world-class STEM workforce, by providing
solutions that establish, build, and/or maintain STEM educational
pathways of U.S. citizens directly relevant to DON's current and future
workforce needs.
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.
Grant recipients may be local educational entities, institutions of higher

education, non-profits, and others focused on activities related to STEM,
some possibly involving community schools.
DON STEM Funding Opportunity Announcements (FOAs) and grants

typically call for localized and community education and outreach
efforts, described in the Secretary of the Navy Instruction 3900.45A on
DON STEM policy and coordination.
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
70
Or [email protected]
Title IV, Part B
Program Nita M. Lowey 21st Century Community Learning Centers
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..
Description Supports the creation or expansion of activities in community learning

centers to provide academic enrichment opportunities and a broad
array of additional services, programs, and activities for students and
their families during non-school hours or periods when schools is not in
session, such as before and after school or during summer recess.
Applicants must target students who primarily attend schools with at
least 40 percent poverty and receive competitive priority if they target
services to students who attend schools implementing comprehensive
or targeted support and improvement activities or other schools in need
of interventions to improve student academic achievement.
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
71
nontraditional STEM education teaching methods; and programs that
partner with in-demand fields of the local workforce.
Timing or Status Funds are awarded to SEAs by formula annually.

For Additional Information https://oese.ed.gov/offices/office-of-formula-grants/school-support-

and-accountability/21st-century-community-learning-centers/
Pillar 4: Collaborative Leadership Practices

Collaborative leadership teams – with representation from students, families, and community members
– help establish shared trust and responsibility for a community school’s success. One example of the
successful implementation of collaborative leadership practices within a community school comes from
California. The Los Angeles Education Partnership facilitates whole school and team professional
development by training school staff in trauma informed practices that build trusting school climates
and increase the health and well-being of staff, students, and community members.
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.
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.
For Additional Information https://www2.ed.gov/programs/nfdp/index.html
72
Or the point of contact listed here: Contact -- National Professional
Development Program (ed.gov)
Program Project Prevent

Description Provides services to LEAs impacted by community violence and to
expand the capacity of LEAs to implement community- and school-based
strategies to help prevent community violence and mitigate the impacts
of exposure to community violence.
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.
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)
schools/project-prevent-grant-program/
Title II, Part A
Program Preparing, Training, and Recruiting High-Quality Teachers, Principals, or

Other School Leaders (Title II, Part A)
Funding Mechanism Formula grants to SEAs, formula subgrants to LEAs
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
73
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

74
For Additional Information https://oese.ed.gov/offices/office-of-formula-grants/school-support-
and-accountability/instruction-state-grants-title-ii-part-a/
Section II. Key Tools and Resources

A. Department of Education Resources
Department of Education’s (ED’s) Community Schools Learning Series provides links to webinars and
other resources from the Learning Policy Institute, the Coalition for Community Schools, and other groups.
See General Resources - Office of Elementary and Secondary Education.
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:
1. Wayne County Community Schools

2. Los Angeles Education Partnership
3. United Way of Asheville & Buncombe County
4. District of Columbia Connected Schools
5. United Way of Erie County (Allentown School District)
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.
B. Resources from Non-Governmental Organizations

This report from the Brookings Institution, titled “Community Schools Forward: Technical Assistance
Needs Assessment,” summarizes findings from a national study exploring community school technical
assistance needs and assets. The report not only identifies the challenges participants identified about the
community school model, but also suggests strategies to overcome these challenges, such as ensuring all
stakeholders have the same understanding of community schools and their role within the model;
developing mechanisms that invite democratic processes within a community school; and navigating
multiple funding sources and “telling the story” to funders in a way that accurately reflects the work.
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.
76
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.
Specific responsibilities of a Community School Coordinator/Director may include:
Overseeing Student Service Delivery

• Work with the Principal, leadership team, and teachers to identify and coordinate academic,
socioemotional, and health resources for students and their families
• Use the available tools and resources to track student progress toward the school's goals
• Collaborate with stakeholders to develop a clear and data-driven plan for the coordination and
delivery of services and supports
Collaborating with Other School Leaders

• Collaborate with the Principal to effectively execute and maintain partnerships with the
community
• Support school culture-building as a leadership team member and a member of the school
community, in partnership with families, young people, and community stakeholders
Boosting Family and Community Engagement

• Form partnerships with agencies in the community that enrich the school environment and will
provide services for children and families, such as mental health programs; afterschool activities;
summer camps; art and sport programs; health/dental care; and mentoring
• Increase and strengthen family engagement initiatives and maintain regular communication with
students' parents/caregivers
• Represent the school in community meetings and events including, but not limited to,
socioemotional initiatives, homelessness, and community school improvement meetings
Hiring and Supervising Staff

• Hire and supervise all staff responsible for the delivery of out-of-school programming and other
specialty services and projects
77
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.
78

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Section II. Key Tools and Resources...................................................................................75

The Role of Community Schools in Advancing Equity

What are the four pillars of a community school?8

Pillar 1: Integrated Student Supports

Pillar 2: Active Family and Community Engagement

Pillar 3: Expanded and Enriched Learning Time and Opportunities

Pillar 4: Collaborative Leadership Practices

Section I. Federal Funding Sources that May be Used

Toolkit Interpretation and Organization

Integrated student supports Expanded learning time and opportunities

Collaborative leadership practices Family and community engagement

Department of Agriculture (USDA)

Program School Breakfast Program Expansion Grants

Program Team Nutrition Training Grants (TNTG)

Timing or Status Funding will occur in FY 2023.

Allowable costs under this grant must be specific to the funding

Farm to School Activities

Program Farm to School Grants

Funds can be used to support the salary of a Farm-to-School

Technical assistance is provided via one to two informational webinar(s)

Food Equipment Assistance & Facilities Improvement

Program Equipment Assistance Grants for School Food Authorities

Program Community Facilities Direct Loan and Grant Program

Telecommunications & Distance Learning

Program Distance Learning and Telemedicine Grants

3) Johnston County Public Schools (North Carolina)

For state-specific information, please visit this link: RD State Offices

Corporation for National and Community Service (“AmeriCorps”)

Funding Mechanism Non-competitive awards

VISTA awards member resources and, in some circumstances, limited

In addition, AmeriCorps members can develop materials and tools to

Quarterly webinars provide potential grantees with an oppportunity to

Awardees may include nonprofit organizations, Native Nations and

Department of Defense (DOD)

An annual Technical Assistance webinar is typically available in early

Eligible applicants may receive an additional 10 competitive priority

For Additional Information See https://www.grants.gov/web/grants/view-

Program Full-Service Community Schools Program

Funding Mechanism Competitive grant

How Funds Can Support See above.

Full-time coordinators are a requirement for each school.

Program Improving Basic Programs Operated by Local Educational Agencies (Title

Funding Mechanism Formula grants to SEAs, formula subgrants to eligible LEAs

Description The purpose of Title I is to provide all children significant opportunity to

Schoolwide program: A Title I school operating a schoolwide program

Targeted assistance program: A Title I school operating a targeted

• High-quality preschool or full-day kindergarten and services to

Targeted assistance program: Among other allowable activities,

• Health, nutrition, and other social services for eligible children if

Point of Contact [email protected]

Title IV, Part A

Point of Contact [email protected]

Pandemic-Focused Formula Funding

Program Elementary and Secondary School Emergency Relief Fund (ESSER)

Timing or Status All funds have been awarded to SEAs.

FAQs explaining how American Rescue Plan (ARP) can be used to

FAQs explaining how ARP can be used to support community schools:

Other Formula-Based Federal Funding Opportunities

Program Impact Aid Program

Timing or Status Funds are awarded to LEAs by formula annually.

Other Competitive Funding Opportunities