Sec. 203. Grant program to increase the number of school-based mental health services providers serving in high-need local educational agencies
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From amounts made available to carry out this section, the Secretary shall award grants, on a competitive basis, to eligible partnerships, to enable the eligible partnerships to carry out pipeline programs to increase the number of school-based mental health services providers employed by high-need local educational agencies by carrying out any of the activities described in subsection (e). From the total amount appropriated under subsection
(j)for a fiscal year, the Secretary shall reserve— one-half of 1 percent for the Secretary of the Interior to carry out programs under this title in schools operated or funded by the Bureau of Indian Education, Indian tribes and tribal organizations, or a consortium of Indian tribes and tribal organizations; one-half of 1 percent for allotments to outlying areas based on the relative need of each such area with respect to mental health services in schools, as determined by the Secretary in accordance with the purpose of this title; not more than 3 percent to conduct the evaluations under subsection (h); and not more than 2 percent for the administration of the program under this title and to provide technical assistance relating to such program. A grant awarded under this section shall be for a 5-year period and may be renewed for additional 5-year periods upon a showing of adequate progress, as determined by the Secretary. To be eligible to receive a grant under this section, an eligible partnership shall submit to the Secretary a grant application at such time, in such manner, and containing such information as the Secretary may require. At a minimum, such application shall include— an assessment of the existing (as of the date of application) ratios of school-based mental health services providers (in the aggregate and disaggregated by profession) to students enrolled in schools in each high-need local educational agency that is part of the eligible partnership; and a detailed description of— a plan to carry out a pipeline program to train, place, and retain school-based mental health services providers in high-need local educational agencies; and the proposed allocation and use of grant funds to carry out activities described in subsection (e). In awarding grants under this section, the Secretary shall— ensure that to the extent practicable, grants are distributed among eligible entities that will serve geographically diverse areas; and give priority to eligible partnerships that— propose to use the grant funds to carry out the activities described under paragraphs
(1)through
(3)of subsection
(e)in schools that have higher numbers or percentages of low-income students (determined using any of the measures of poverty described in section 1113(a)(5) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6313(a)(5) )), in comparison to other schools that are served by the high-need local educational agency that is part of the eligible partnership; include 1 or more high-need local educational agencies that have fewer school-based mental health services providers, in the aggregate or for a particular school-based mental health field, per student than other eligible partnerships that have submitted a grant application under subsection (c); include 1 or more eligible institutions of higher education which are a historically Black college or university, a minority-serving institution, or a tribally controlled college or university; propose to collaborate with other institutions of higher education with similar programs, including sharing facilities, faculty members, and administrative costs; and propose to use grant funds to increase the diversity of school-based mental health services providers. Grant funds awarded under this section may be used— to pay the administrative costs (including supplies, office and classroom space, supervision, mentoring, and transportation stipends as necessary and appropriate) related to— having graduate students of programs in school-based mental health fields placed in schools served by participating high-need local educational agencies to complete required field work, credit hours, internships, or related training as applicable for the degree, license, or credential program of each such student; and offering required graduate coursework for students of a graduate program in a school-based mental health services field on the site of a participating high-need local educational agency; for not more than the first 3 years after a participating graduate receives a master's or other graduate degree from a program in a school-based mental health field, or obtains a State license or credential in a school-based mental health field, to hire and pay all or part of the salary of the participating graduates working as a school-based mental health services provider in a school served by a participating high-need local educational agency; to increase the number of school-based mental health services providers per student in schools served by participating high-need local educational agencies, in order to meet the student support personnel target ratios; to recruit, hire, and retain culturally or linguistically under-represented graduate students of programs in school-based mental health fields for placement in schools served by participating high-need local educational agencies; to develop coursework that will— encourage a commitment by graduate students in school-based mental health fields to work for high-need local educational agencies; give participating graduates the knowledge and skill sets necessary to meet the needs of— students and families served by high-need local educational agencies; students at risk of not meeting State academic standards; students who— are English learners (as defined in section 8101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801 )); are migratory children (as defined in section 1309 of such Act ( 20 U.S.C. 6399 )); have a parent or caregiver who is a member of the armed forces, including the National Guard, who has been deployed or returned from deployment; are LGBTQ+, including students who are lesbian, gay, bisexual, transgender, queer or questioning, nonbinary, or Two-Spirit; are homeless children and youth, including unaccompanied youth; have come into contact with the juvenile justice system or adult criminal justice system, including students currently or previously held in juvenile detention facilities or adult jails and students currently or previously held in juvenile correctional facilities or adult prisons; are a child with a disability (as defined in section 8101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801 )); have been a victim to, or witnessed, domestic violence or violence in their community; have been exposed to substance misuse at home or in the community; are in foster care, are aging out of foster care, or were formerly in foster care; or have been a victim to or witnessed trafficking in persons; and teachers, administrators, and other staff who work for high-need local educational agencies; and utilize best practices determined by the American School Counselor Association, National Association of Social Workers, School Social Work Association of America, and National Association of School Psychologists and other relevant organizations; to provide tuition credits to graduate students participating in the pipeline program supported under the grant; to fund high-quality Grow Your Own teacher preparation programs that provide pathways to State licensure or certification as a school psychologist, school counselor, school social worker, or other school-based mental services provider to recruit and prepare local community members, career changers, paraprofessionals, after-school program staff, and others currently working in schools to become school-based mental health services providers; to cover the costs of licensure and preparation for required licensure exams; and for similar activities to fulfill the purpose of this title, as the Secretary determines appropriate. Funds made available under this section shall be used to supplement, not supplant, other Federal, State, or local funds available for the activities described in subsection (e). Each eligible partnership that receives a grant under this section shall prepare and submit to the Secretary an annual report on the progress of the eligible partnership in carrying out the grant. Such report shall contain such information as the Secretary may require, including, at a minimum, a description of— actual service delivery provided through the grant funds, including— descriptive information on the participating eligible institution, the educational model used, and the actual academic program performance; characteristics of graduate students participating in the pipeline program supported under the grant, including— performance on any examinations required by the State for credentialing or licensing; demographic characteristics; and graduate student retention rates; characteristics of students of the participating high-need local educational agency, including performance on any tests required by the State educational agency, demographic characteristics, and graduation rates, as appropriate; an estimate of the annual implementation costs of the pipeline program supported under the grant; and the number of public elementary and secondary school students, public elementary and secondary schools, graduate students, and institutions of higher education participating in the pipeline program supported under the grant; outcomes that are consistent with the purpose of the grant program under this title, including— internship and post-graduation placement of the participating graduate students; graduation and professional career readiness indicators; and characteristics of the participating high-need local educational agency, including with respect to fully certified and effective teachers and school-based mental health services providers employed by such agency— changes in the rate of hiring and retention of such teachers and providers (in the aggregate and disaggregated by each such profession); and the demographics, including the race, ethnicity, and gender, of such teachers and providers. the instruction, materials, and activities being funded under the grant; and the effectiveness of any training and ongoing professional development provided— to students and faculty in the appropriate departments or schools of the participating eligible institution; and to the teachers, paraprofessionals, school leaders, school-based mental health services providers, and other specialized instructional support personnel of the participating high-need local educational agency. The Secretary shall publish the annual reports submitted under paragraph
(1)on the website of the Department of Education. The Secretary may conduct interim evaluations to determine whether each eligible partnership receiving a grant under this section is making adequate progress as the Secretary considers appropriate. The contents of the annual report submitted to the Secretary under subsection
(g)may be used by the Secretary to determine whether an eligible partnership receiving a grant is demonstrating adequate progress. The Secretary shall conduct a final evaluation to— determine the effectiveness of the grant program in carrying out the purpose of this title; and compare the relative effectiveness of each of the various activities described in subsection
(e)for which grant funds may be used. Not earlier than 5 years, nor later than 6 years, after the date of enactment of this Act, the Secretary shall submit to the Congress a report containing— the findings of the final evaluation conducted under subsection (h)(2); and such recommendations as the Secretary considers appropriate. There are authorized to be appropriated to carry out this section $200,000,000 for fiscal year 2023 and each succeeding fiscal year.
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Sec. 203
Grant program to increase the number of school-based mental health services providers serving in high-need local educational agencies
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