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normal school hours, including programs on life skills and
health, students are more successful academically, more
engaged in their communities, safer, and better prepared
to make a successful transition from school to adulthood.
(8) A community school is a
public school that
establishes a set of strategic partnerships between the
school and other community resources that promote student
achievement, positive learning conditions, and the
well-being of students by providing wraparound services.
traditional school that actively partners with its
community to leverage existing resources and identify new
resources to support the transformation of the school to
provide enrichment and additional life skill opportunities
for students, parents, and community members at-large.
Each community school is unique because its programming is
designed by and for the school staff, in partnership with
parents, community stakeholders, and students.
(9) Community schools currently exist in this State in
urban, rural, and suburban communities.
(10) Research shows that community schools have a
powerful positive impact on students, as demonstrated by
increased academic success, a positive change in attitudes
toward school and learning, and decreased behavioral
(11) After-school and evening programs offered by
community schools provide academic enrichment consistent
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with the Illinois Learning Standards and general school
curriculum; an opportunity for physical fitness activities
for students, fine arts programs, structured learning
"play" time, and other recreational opportunities; a safe
haven for students; and work supports for working
(12) Community schools are cost-effective because they
leverage existing resources provided by local, State,
federal, and private sources and bring programs to the
schools, where the students are already congregated.
Community schools have been shown to leverage between $5
to $8 in existing programming for every $1 spent on a
(c) Subject to an appropriation or the availability of
State or federal
funding for such purposes, the State Board of
Education shall make grants available to fund community
schools and to enhance programs at community schools.
request-for-proposal process must be used in awarding grants
under this subsection (c). Proposals may be submitted on
behalf of a school, a school district, or a consortium of 2 or
more schools or school districts. Proposals must be evaluated
and scored on the basis of criteria consistent with this
Section and other factors developed and adopted by the State
Board of Education. Technical assistance in grant writing must
be made available to schools, school districts, or consortia
of school districts through the State Board of Education
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directly or through a resource and referral directory
established and maintained by the State Board of Education.
As used in this subsection (d), "trauma-informed
intervention" means a method for understanding and responding
to an individual with symptoms of chronic interpersonal trauma
or traumatic stress.
In order to qualify for a community school grant under
this Section, a school must, at a minimum,
have the following components
(1) Before and after-school programming each school
day to meet the identified needs of students.
(2) Weekend programming.
At least 4 weeks of summer
(4) A local advisory group comprised of school
leadership, parents, and community stakeholders that
establishes school-specific programming goals, assesses
program needs, and oversees the process of implementing
community school coordinator
program director or
who is responsible for establishing a
local advisory group, assessing the needs of students and
community members, identifying programs to meet those
needs, developing the before and after-school, weekend,
and summer programming and overseeing the implementation
of programming to ensure high quality, efficiency, and
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(6) Programming that includes academic excellence
aligned with the Illinois Learning Standards, life skills,
healthy minds and bodies, parental support,
and community engagement and
that promotes staying in school and non-violent behavior
and non-violent conflict resolution.
(7) Maintenance of attendance records in all
(8) Maintenance of measurable data showing annual
participation and the impact of programming on the
participating children and adults.
(9) Documentation of true collaboration between the
school and community stakeholders, including local
governmental units, civic organizations, families,
businesses, and social service providers.
(10) A non-discrimination policy ensuring that the
community school does not condition participation upon
race, ethnic origin, religion, sex, or disability.
(11) Wraparound services, including:
(A) safe transportation to school;
(B) vision and dental care services;
(C) established or expanded school-based health
(D) additional social workers, mentors,
counselors, psychologists, and restorative practice
coaches and enhancing physical wellness, including
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providing healthy food for in-school and out-of-school
time and linkages to community providers;
(E) enhanced behavioral health services, including
access to mental health practitioners and providing
professional development to school staff to provide
(F) family and community engagement and support,
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;
(G) student enrichment experiences; and
(H) professional development for teachers and
school staff to quickly identify students who are in
need of these resources.
(Source: P.A. 96-746, eff. 8-25-09; 96-1000, eff. 7-2-10.)
This Act takes effect June 1,