Tennessee 2025-2026 Regular Session

Tennessee Senate Bill SB0364 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
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2	2	HOUSE BILL 225
3	3	By Haston
4	4
5	5	SENATE BILL 364
6	6	By Briggs
7	7
8	8
9	9	SB0364
10	10	001797
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13	13	AN ACT to amend Tennessee Code Annotated, Title 49,
14	14	relative to community schools.
15	15
16	16	BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF TENNESSEE:
17	17	SECTION 1. Tennessee Code Annotated, Title 49, Chapter 6, Part 24, is amended by
18	18	deleting the part and substituting:
19	19	49-6-2401. Short title.
20	20	This part is known and may be cited as the "Tennessee Full Service Community
21	21	Schools Act."
22	22	49-6-2402. Part definitions.
23	23	As used in this part:
24	24	(1) "Community partner" means a local organization, business, or agency
25	25	that collaborates with an LEA to provide a range of services and supports to
26	26	students and students' families for the purpose improving conditions in a school
27	27	and in the community at large;
28	28	(2) "Full service community school" means a school for which at least
29	29	one (1) local board of education partners with at least one (1) community partner
30	30	to develop and implement an operational model that includes a plan for
31	31	coordinating and integrating educational, developmental, family, health, and
32	32	other comprehensive services through a community partner and for providing
33	33	access to such services through the school to students, families, and the
34	34	community; and
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39	39	(3) "Pipeline services" means a continuum of coordinated academic,
40	40	health, and social supports, services, and opportunities designed for children
41	41	from birth through their entry into postsecondary institutions to support successful
42	42	education and career attainment, including, but not limited to:
43	43	(A) High-quality early education programs;
44	44	(B) High-quality school and out-of-school-time programs and
45	45	strategies;
46	46	(C) Expanded learning opportunities;
47	47	(D) Support for a child's grade-level transition into elementary
48	48	school, from elementary school to middle school, from middle school to
49	49	high school, from high school to a postsecondary institution, and from a
50	50	postsecondary institution into the workforce;
51	51	(E) Family and community engagement and supportive
52	52	interventions, which may include programs designed to engage and
53	53	support the needs of families at school or at home; and
54	54	(F) Social, health, nutrition, and mental health services and
55	55	supports.
56	56	49-6-2403. Authority to establish full service community schools.
57	57	(a) Each local board of education is authorized and encouraged to form a full
58	58	service community school that integrates pipeline services and systems of support into
59	59	each of the schools operated by the board to improve student learning and to foster
60	60	stronger families and healthier communities.
61	61	(b) A full service community school formed pursuant to this part shall strive to
62	62	become a center for the community served by the LEA by providing opportunities,
63	63	programs, and services for school stakeholders, which includes students, families,
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68	68	educators, community members, and community partners, both during and outside of
69	69	the school day.
70	70	49-6-2404. Eligibility of the Tennessee full service community schools grant.
71	71	(a) There is created a full service community schools grant program to be
72	72	administered by the University of Tennessee to promote the establishment and
73	73	sustainability of full service community schools throughout this state. Subject to the
74	74	availability of funds and beginning January 1, 2026, full service community schools
75	75	grants must be made available to local boards of education to facilitate the development
76	76	of long-term community partnerships and to secure the necessary resources for
77	77	planning, staffing, and for the provision of essential services to students and families in
78	78	the community in accordance with the full service community school's operational model.
79	79	(b) A grant application received by the University of Tennessee for purposes of
80	80	this section must be evaluated and approved on the basis of the requirements of this
81	81	part and any requirements developed and adopted by the University of Tennessee;
82	82	provided, that such requirements are consistent with this part.
83	83	(c) A local board of education that applies to the University of Tennessee to
84	84	receive a full service community school grant must outline the full service community
85	85	school's partnership commitments to demonstrate the alignment, longevity, and
86	86	accountability of each partnership necessary to sustain the full service community
87	87	school's operational model effectively, as evidenced by a memorandum of
88	88	understanding executed by the local board of education and each community partner for
89	89	the full service community school.
90	90	(d) If the number of applicants exceed the number of full service community
91	91	school grants available in a fiscal year, then the University of Tennessee shall award
92	92	grants in the following order:
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97	97	(1) An LEA that demonstrates the technical and financial capacity to
98	98	sustain the full service community school's operational model beyond the initial
99	99	grant period, the LEA's readiness to implement the full service community
100	100	school's operational model, and the strength of the qualifications of the
101	101	community partnerships formed by the LEA's board of education, in the order in
102	102	which the University of Tennessee receives the completed grant applications;
103	103	and
104	104	(2) An LEA that is expanding its full service community school through
105	105	feeder-patterns with other schools in the LEA.
106	106	(e) In order for a local board of education to receive a second or subsequent full
107	107	service community school grant, the board must secure matching funds through
108	108	established community partnerships.
109	109	49-6-2405. Duties of full service community school grant recipients - reporting.
110	110	(a) A local board of education that receives a grant pursuant to § 49-6-2404
111	111	shall:
112	112	(1) Designate a full-time employee whose position is dedicated to
113	113	coordinating and implementing grant requirements;
114	114	(2) Maintain and provide documentation of the collaborative practices
115	115	between school stakeholders, which includes students, families, educators,
116	116	community members, and community partners, as evidenced by the board's
117	117	creation of a decision-making body composed of various stakeholders;
118	118	(3) Conduct a comprehensive needs and assets assessment of the LEA
119	119	and the community it serves, in collaboration with relevant school stakeholders,
120	120	which includes students, families, educators, community members, and
121	121	community partners;
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126	126	(4) Based on the results of the comprehensive needs and assets
127	127	assessment conducted pursuant to subdivision (a)(3), develop an action plan to
128	128	establish a full service community school;
129	129	(5) Develop a logic model that outlines the full service community
130	130	school's inputs, outputs, activities, and intended outcomes, to establish a clear
131	131	framework for the full service community school's implementation and evaluation;
132	132	and
133	133	(6) Collect data on implementation of the full service community school
134	134	and report the data to the University of Tennessee, at intervals established by the
135	135	University of Tennessee, for the purpose of measuring the effectiveness of the
136	136	full service community school.
137	137	(b) The University of Tennessee shall provide continuous evaluation and support
138	138	to grant recipients, which includes technical assistance in data collection, analysis, and
139	139	assessment of outcomes relative to the goals of the full service community school.
140	140	(c) Grant recipients shall participate in periodic monitoring, conducted by the
141	141	University of Tennessee, of the full service community school's logic model. The
142	142	University of Tennessee shall evaluate the full service community school's progress
143	143	toward short-term and long-term goals of the full service community school, examining
144	144	how program inputs and activities align with the school's intended outputs and
145	145	outcomes. The University of Tennessee may recommend changes to the full service
146	146	community school to improve a full service community school's fidelity and effectiveness.
147	147	49-6-2406. Identification of opportunities to support formation and effective
148	148	administration of full service community schools.
149	149	(a) The University of Tennessee may collaborate with at least one (1) statewide
150	150	coalition composed of practitioners, administrators, advocates, and other stakeholders to
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155	155	identify opportunities to support the formation and effective administration of full service
156	156	community schools by focusing on and sharing best practices regarding:
157	157	(1) Professional learning opportunities;
158	158	(2) Shared governance structures;
159	159	(3) Policy and advocacy for sustainable resources;
160	160	(4) Strategic partnerships;
161	161	(5) Data systems; and
162	162	(6) Continuous improvement.
163	163	(b) The best practices established pursuant to subsection (a) must be published
164	164	on the University of Tennessee's website.
165	165	SECTION 2. The headings in this act are for reference purposes only and do not
166	166	constitute a part of the law enacted by the act. However, the Tennessee Code Commission is
167	167	requested to include the headings in any compilation or publication containing this act.
168	168	SECTION 3. This act takes effect upon becoming a law, the public welfare requiring it.