In this title the following words have the meanings indicated. “Community school” means a public school that establishes a set of strategic partnerships between the school and other community resources that leverage shared accountability, collaborative leadership, capacity building, and authentic family and community engagement, using a student–centered framework to promote inclusive student achievement, positive learning conditions, and the well–being of students, families, educators, and the community through a variety of engaging practices including the provision of wraparound services. “School–community partnership” means a partnership between a local school system or an existing public school and a community–based organization or agency for the purpose of planning and implementing a community school. “Trauma–informed intervention” means a method for understanding and responding to an individual with symptoms of chronic interpersonal trauma or traumatic stress. “Wraparound services” means: Extended learning time, including before and after school, weekends, summer school, and an extended school year; Safe transportation to and from school and off–site learning opportunities, including apprenticeship programs; Vision, hearing, and dental care services; Establishing or expanding school–based health center services; Additional social workers, mentors, counselors, therapists, psychologists, and restorative practice coaches; Enhancing physical wellness, including providing healthy food for in–school and out–of–school time and linkages to community providers; Enhancing behavioral health services, including access to mental health practitioners and providing professional development to school staff to provide trauma–informed interventions; Providing family and community engagement and supports, including informing parents of academic course offerings, language classes, workforce development training, opportunities for children, and available social services as well as educating families on how to monitor a child’s learning; Establishing and enhancing linkages to Judy Centers and other early education programs that feed into the school; Enhancing student enrichment experiences, including educational field trips, partnerships, and programs with museums, arts organizations, and cultural institutions; Offering evidence–based in–school and in–person tutoring, and other evidence–based academic interventions to improve student outcomes focused on individual and small group instruction, provided during the school day; Improving student attendance and chronic absenteeism; Improving the learning environment at the school; and Any professional development for teachers and school staff to quickly identify students who are in need of these resources.

The purpose of a community school is to help students and families overcome the in–school and out–of–school barriers that prevent students from learning and succeeding over the course of their lives by having an integrated focus on academics, health and social services, youth and community development, and authentic family and community engagement.

There are community schools in the State. A community school shall: Promote active family and community engagement, including educational opportunities for adults and family members of students at the school who live in the neighborhood of the school; Have at least one community school coordinator, as described under § 9.9–104 of this title; Implement, in a manner responsive to the needs assessment required under § 9.9–104 of this title, expanded and enriched learning time and opportunities provided after school, during weekends, and in the summer that emphasize mastering 21st–century skills through practical learning opportunities and community problem–solving; Implement collaborative leadership and accountability practices that empower parents, students, teachers, principals, and community partners to build a culture of professional learning, collective trust, and shared responsibility using strategies such as site–based leadership teams and teacher learning communities; Have a parent teacher organization or a school family council; and Have a community school leadership team, including members who represent students, families, and educators. There shall be a Director of Community Schools within the Office of Community Schools and Expanded Learning Time in the Department. The Director of Community Schools in the Department shall coordinate professional development for community school coordinators at each community school. The Director of Community Schools shall support the outreach and implementation of State programs for children in community schools. The Director of Community Schools shall create a common needs assessment tool that each community school coordinator shall use in order to complete the needs assessment required under § 9.9–104 of this title. The Director of Community Schools shall consult with local school systems and members of the community schools’ leadership teams in order to determine the correct content to include in the common needs assessment tool. The Director of Community Schools shall develop an evaluation form to be used by local school systems to complete the evaluation required under § 5–223 of this article. In addition to the funding provided for the Director of Community Schools position in the Department, the Governor may include in the annual budget bill an appropriation to the Department for the Director of Community Schools to provide training and technical assistance to community schools and for additional staff. The Office of Community Schools and Expanded Learning Time may hire staff to support the Director of Community Schools in providing direct guidance and direction to local school systems and community school coordinators.

A community school shall have an experienced and qualified community school coordinator who: Is hired at the appropriate administrative level; Understands, respects, and demonstrates a high degree of cultural awareness of and competency in the diversity in the community and in cross–cultural practice with stakeholders; and May be employed by the school district. A community school coordinator may be a social worker. A community school coordinator shall be responsible for: Establishing a community school; Completing an assessment of the needs of the students in the school for appropriate wraparound services to enhance the success of all students in the school; Developing an implementation plan based on the assessment of needs for the community school, in cooperation with other interested stakeholders; and Coordinating support programs that address out–of–school learning barriers for students and families, including: Wraparound services; and As appropriate: Tutoring; English language learner courses; Early childhood development and parenting classes; College and career advising; Employment opportunities; Citizenship education; Food pantries; Rental assistance, in accordance with § 9.9–104.1 of this title; and School–based behavioral and physical health services. The needs assessment completed under this subsection shall: Be completed in collaboration with: The principal; A school health care practitioner; A parent teacher organization or a school council; and Members of the community schools’ leadership teams; Include an assessment of the physical, behavioral, mental, social, and emotional health needs and wraparound service needs of students, their families, and their communities; Be completed using the common needs assessment tool developed by the Director of Community Schools under § 9.9–103 of this title, when the tool is available; Be submitted to the Department and the local school system within 1 year of receiving a personnel grant under § 5–223 of this article or within 1 year of becoming a community school; and Be published online. The Department may establish requirements for school implementation plans and countywide community school implementation plans. The implementation plan completed under this subsection shall include: A strategy for providing wraparound services to address the needs of the students, their families, and their communities, building on and strengthening community resources near the school; A set of measurable goals tied to the priorities identified in the needs assessment that will be measured at least once every 2 years by the community school coordinator and principal to determine progress toward meeting the goals; Inclusion, if possible and practicable, of community partners in geographic proximity to the school that can assist in meeting the needs identified in the assessment; Ensure that time is made available to train staff on the supports available, the need for the supports, and how to engage with the community schools coordinator to access these supports; and Develop strategies to maximize external non–State or non–local education funding. The implementation plan shall be submitted to the local school system for approval within 1 year of completion of the needs assessment. A community school coordinator shall review the implementation plan at least once every 2 years to determine whether the community school is meeting students’ needs and making progress toward the measurable goals established under paragraph (4)(ii) of this subsection. A community school coordinator shall alter the implementation plan, using the common needs assessment tool, and the provision of wraparound services to address changes in students’ needs. An updated implementation plan shall be submitted to the local school system for approval. If the Department determines that a community school has not expended funds in accordance with an approved implementation plan submitted under § 5–223(h) of this article, the Department may direct a county board to expend a reasonable percentage of the funds due to the community school under § 5–223(e) of this article on behalf of the community school in accordance with the approved implementation plan. A school system that is authorized to expend funds on behalf of a community school under § 5–223(g) of this article shall develop countywide community school implementation plans that incorporate school–level implementation plans. The countywide implementation plan shall include a set of measurable goals tied to the priorities identified in the needs assessment that will be measured at least every 2 years by the community school coordinator to determine progress toward meeting the goals.

In this section the following words have the meanings indicated. “Fund” means the Rental Assistance for Community School Families Fund. “Program” means the Rental Assistance for Community School Families Program. There is a Rental Assistance for Community School Families Program. The purpose of the Program is to provide rental assistance to eligible student households at community schools. The Program shall be administered by the Department of Housing and Community Development, in consultation with the Department. To be eligible for rental assistance under the Program, a community school student must be: Enrolled in a community school that receives funding under § 5–223 of this article; and From a household: That is housed in a rental property, where at least one household member is at risk of homelessness or housing instability, as evidenced by past due rent or utility notices, unsafe living conditions, or other evidence determined by the Department of Housing and Community Development; or Where at least one member qualifies for assistance under the federal McKinney–Vento Homeless Assistance Act. Eligible uses for payments under the Program include: Rental payments; Rental arrears; Fines or fees associated with rental payments, including a late fine or fee; Utility payments; Utility arrears; Fines or fees associated with utility payments, including a late fine or fee; or Relocation expenses. Except as provided in paragraph (3) of this subsection, an eligible student’s household may receive support from the Program for up to 12 months. Subject to the availability of funding, an eligible student’s household may receive one 3–month extension of support if the community school student remains eligible under subsection (d) of this section following 12 months of support. There is a Rental Assistance for Community School Families Fund. The Department of Housing and Community Development shall administer the Fund. The Fund is a special, nonlapsing fund that is not subject to § 7–302 of the State Finance and Procurement Article. The State Treasurer shall hold the Fund separately, and the Comptroller shall account for the Fund. The Fund consists of: Money appropriated in the State budget to the Fund; Interest earnings; and Any other money from any other source accepted for the benefit of the Fund. The Fund may be used only to: Provide rental assistance in accordance with the Program; and Cover the costs of the Department of Housing and Community Development to administer the Fund. The Governor may include in the annual budget bill an appropriation of $10,000,000 for the Fund.

Subject to the approval required under § 9.9–106 of this title, a local school system or an existing public school may form a school–community partnership for the planning and implementation of a community school. A community school or the school’s community school coordinator may solicit the assistance and support of community partners when fulfilling the requirements of this title, including local management boards created under Title 8, Subtitle 3 of the Human Services Article.

This section does not apply to a community school that receives funding under § 5–223 of this article. A local school system shall review and approve a community school. A community school may not be implemented without the approval of a local school system. Local governments are expected to demonstrate support for a community school through meaningful partnerships, the adoption of supportive policy, and assistance that is supplemental to and does not supplant existing efforts.

This section does not apply to a community school that receives funding under § 5–223 of this article. A local school system shall make public school funding available to a community school. Eligible interventions for which a community school may receive funding include academic services, parental involvement programs, physical and behavioral health services, and community involvement programs. Academic services include: Academic support and enrichment activities; Counseling; Job training, internship opportunities, higher education advising, and career, apprenticeship, and employment opportunities; Programs that provide assistance to students who are chronically absent, tardy, suspended, or expelled; Specialized instructional support services; and Early childhood education, including Head Start or Early Head Start. Parental involvement programs include: Programs that promote and encourage parental involvement and family literacy; Parent leadership development and advocacy activities; and Parenting education activities. Physical and mental health services include: Mentoring and other youth development services, including after school and summer learning opportunities and services; Juvenile justice system involvement prevention, reentry, rehabilitation, and restorative practices; Home visitation services; Developmentally appropriate physical education; Nutrition services; Primary health and dental care; and Mental health and counseling services. Community involvement programs include: Service and service–learning opportunities; Adult education, including English as a second language classes; Homelessness prevention and permanent housing services; and Other services designed to meet the needs of the community school and the community as identified by the community school leadership team and in accordance with the plan developed under § 9.9–104(b) of this title. A community school or the community school coordinator may solicit the assistance and support of community partners when fulfilling the requirements of this section.