,,ii #aadth ,,congress #ast ,session ,s4 #ead ,,in ,,the ,,senate ,,of ,,the ,,united ,,states ,february #ab1 #bjae ,mr4 ,murphy 7for himself1 ,mrs4 ,murray1 ,mr4 ,brown1 ,mr4 ,franken1 and ,mr4 ,blumenthal7 introduced the following bill2 which was read twice and referred to the ,committee on ,health1 ,education1 ,labor1 and ,pensions ,a ,,bill ,to amend the ,elementary and ,secondary ,education ,act of #aife to establish the ,promise ,neighborhoods program4 #a4 ,short title ,this ,act may be cited as the ,promise ,neighborhoods ,authorization ,act of #bjae 4 #b4 ,promise neighborhoods ,title ,,iv of the ,elementary and ,secondary ,education ,act of #aife 7#bj ,u4,s4,c4 #gaja et seq47 is amended by adding at the end the following3 ,d ,promise neighborhoods #ddja4 ,short title ,this part may be cited as the ,promise ,neighborhoods ,act of #bjae4 #ddjb4 ,purpose ,the purpose of this part is to significantly improve the academic and developmental outcomes of children living in our ,nation's most distressed communities from birth through college and career entry1 including ensuring school readiness1 high school graduation1 and college and career readiness for such children1 through the use of data-driven decisionmaking and access to a community-based continuum of high-quality services1 beginning at birth4 #ddjc4 ,definitions ,in this part3 7#a7 ,child ,the term child means an individual from birth through age #ba4 7#b7 ,college and career readiness ,the term college and career readiness means the level of preparation a student needs in order to meet the ,state academic content and achievement standards under section #aaaa7;b77#a74 7#c7 ,community of practice ,the term community of practice means a group of entities that interact regularly to share best practices to address #a or more persistent problems1 or improve practice with respect to such problems1 in #a or more neighborhoods4 7#d7 ,comprehensive school readiness assessment ,the term comprehensive school readiness assessment means an objective tool that-- 7,a7 screens for school readiness across domains1 including language1 cognitive1 physical1 motor1 sensory1 and social-emotional domains1 and through a developmental screening2 and 7,b7 may also include other sources of information1 such as child observations by parents and others1 verbal and written reports1 child work samples 7for children aged #c to #e71 and health and developmental histories4 7#e7 ,developmental screening ,the term developmental screening means the use of a standardized tool to identify a child who may be at risk of a developmental delay or disorder4 7#f7 ,expanded learning time ,the term expanded learning time means the activities and programs described in subparagraphs 7,a7 and 7,b7 of section #dbja7;b77#a74 7#g7 ,family and community engagement ,the term family and community engagement means the process of engaging family and community members in education meaningfully and at all stages of the planning1 implementation1 and school and neighborhood improvement process1 including1 at a minimum-- 7,a7 disseminating a clear definition of the neighborhood to the members of the neighborhood2 7,b7 ensuring representative participation by the members of such neighborhood in the planning and implementation of the activities of each grant awarded under this part2 7,c7 regular engagement by the eligible entity and the partners of the eligible entity with family members and community partners2 7,d7 the provision of strategies and practices to assist family and community members in actively supporting student achievement and child development2 and 7,e7 collaboration with institutions of higher education1 workforce development centers1 and employers to align expectations and programming with college and career readiness4 7#h7 ,family and student supports ,the term family and student supports includes-- 7,a7 health programs 7including both mental health and physical health services72 7,b7 school1 public1 and child-safety programs2 7,c7 programs that improve family stability2 7,d7 workforce development programs 7including those that meet local business needs1 such as internships and externships72 7,e7 social service programs2 7,f7 legal aid programs2 7,g7 financial literacy education programs2 7,h7 adult education and family literacy programs2 7,i7 parent1 family1 and community engagement programs2 and 7,j7 programs that increase access to learning technology and enhance the digital literacy skills of students4 7#i7 ,family member ,the term family member means a parent1 relative1 or other adult who is responsible for the education1 care1 and well-being of a child4 7#aj7 ,integrated student supports ,the term integrated student supports means wraparound services1 supports1 and community resources1 which shall be offered through a site coordinator for at-risk students1 that have been shown by evidence-based research-- 7,a7 to increase academic achievement and engagement2 7,b7 to support positive child development2 and 7,c7 to increase student preparedness for success in college and the workforce4 7#aa7 ,neighborhood ,the term neighborhood means a defined geographical area in which there are multiple signs of distress1 demonstrated by indicators of need1 including poverty1 childhood obesity rates1 academic failure1 and rates of juvenile delinquency1 adjudication1 or incarceration4 7#ab7 ,pipeline services ,the term pipeline services means a continuum of supports and services for children from birth through college entry1 college success1 and career attainment1 including1 at a minimum1 strategies to address through services or programs 7including integrated student supports7 the following3 7,a7 ,prenatal education and support for expectant parents4 7,b7 ,high-quality early learning opportunities4 7,c7 ,high-quality schools and out-of-school-time programs and strategies4 7,d7 ,support for a child's transition to elementary school1 including the administration of a comprehensive school readiness assessment4 7,e7 ,support for a child's transition from elementary school to middle school1 from middle school to high school1 and from high school into and through college and into the workforce4 7,f7 ,family and community engagement4 7,g7 ,family and student supports4 7,h7 ,activities that support college and career readiness1 including coordination between such activities1 such as-- 7i7 assistance with college admissions1 financial aid1 and scholarship applications1 especially for low-income and low-achieving students2 and 7ii7 career preparation services and supports4 7,i7 ,neighborhood-based support for college-age students who have attended the schools in the pipeline1 or students who are members of the community1 facilitating their continued connection to the community and success in college and the workforce4 #a ,promise neighborhood partnership grants #ddaa4 ,program authorized 7a7 ,in general 7#a7 ,program authorized ,from amounts appropriated to carry out this subpart1 the ,secretary shall award grants1 on a competitive basis1 to eligible entities to implement a comprehensive1 evidence-based continuum of coordinated services and supports that engages community partners to improve academic achievement1 student development1 and college and career readiness1 measured by common outcomes1 by carrying out the activities described in section #ddad in neighborhoods with high concentrations of low-income individuals and persistently low-achieving schools or schools with an achievement gap4 7#b7 ,sufficient size and scope ,each grant awarded under this subpart shall be of sufficient size and scope to allow the eligible entity to carry out the purpose of this part4 7b7 ,duration ,a grant awarded under this subpart shall be for a period of not more than #e years4 7c7 ,continued funding ,continued funding of a grant under this subpart1 including a grant renewed under subsection 7b77#b71 after the third year of the grant period shall be contingent on the eligible entity's progress toward meeting the performance metrics described in section #ddaf7;a74 7d7 ,matching requirement 7#a7 ,in general ,each eligible entity receiving a grant under this subpart shall contribute matching funds in an amount equal to not less than #ajj percent of the amount of the grant4 ,such matching funds shall come from ,federal1 ,state1 local1 and private sources4 7#b7 ,private sources ,the ,secretary-- 7,a7 shall require that a portion of the matching funds come from private sources2 and 7,b7 may allow the use of in-kind donations to satisfy the matching funds requirement4 7#c7 ,adjustment ,the ,secretary may adjust the matching funds requirement for applicants that demonstrate high need1 including applicants from rural areas or applicant that wish to provide services on tribal lands4 7e7 ,financial hardship waiver 7#a7 ,in ,general ,the ,secretary may waive or reduce1 on a case-by-case basis1 the matching requirement described in subsection 7d71 for a period of #a year at a time1 if the eligible entity demonstrates significant financial hardship4 7#b7 ,private sources waiver ,the ,secretary may waive or reduce1 on a case-by-case basis1 the requirement described in subsection 7d7 that a portion of matching funds come from private sources if the eligible entity demonstrates an inability to access such funds in the ,state4 #ddab4 ,eligible entities ,in this subpart1 the term eligible entity means-- 7#a7 an institution of higher education1 as defined in section #ajb of the ,higher ,education ,act of #aife2 7#b7 an ,indian tribe or tribal organization1 as defined under section #d of the ,indian ,self-,determination and ,education ,assistance ,act 7#be ,u4,s4,c4 #dej;b72 or 7#c7 not less than #a nonprofit entity working in coordination with not less than #a of the following entities3 7,a7 ,a high-need local educational agency4 7,b7 ,a charter school funded by the ,bureau of ,indian ,education that is not a local educational agency1 except that such school shall not be the fiscal agent for the eligible entity partnership4 7,c7 ,an institution of higher education1 as defined in section #ajb of the ,higher ,education ,act of #aife4 7,d7 ,the office of a chief elected official of a unit of local government4 7,e7 ,an ,indian tribe or tribal organization1 as defined under section #d of the ,indian ,self-,determination and ,education ,assistance ,act 7#be ,u4,s4,c4 #dej;b74 #ddac4 ,application requirements 7a7 ,in general ,an eligible entity desiring a grant under this subpart shall submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may require4 7b7 ,contents of application ,at a minimum1 an application described in subsection 7a7 shall include the following3 7#a7 ,a plan to significantly improve the academic outcomes of children living in a neighborhood that is served by the eligible entity1 by providing pipeline services that address the needs of children in the neighborhood1 as identified by the needs analysis described in paragraph 7#d7 and supported by evidence-based practices4 7#b7 ,a description of the neighborhood that the eligible entity will serve4 7#c7 ,measurable annual goals for the outcomes of the grant1 including-- 7,a7 performance goals1 in accordance with the metrics described in section #ddaf7;a71 for each year of the grant2 and 7,b7 projected participation rates and any plans to expand the number of children served or the neighborhood proposed to be served by the grant program4 7#d7 ,an analysis of the needs and assets of the neighborhood identified in paragraph 7#b71 including-- 7,a7 a description of the process through which the needs analysis was produced1 including a description of how parents1 family1 and community members were engaged in such analysis2 7,b7 an analysis of community assets1 including programs already provided from ,federal and non-,federal sources1 within1 or accessible to1 the neighborhood1 including1 at a minimum-- 7i7 early learning programs1 including high-quality child care1 ,early ,head ,start programs1 ,head ,start programs1 and prekindergarten programs2 7ii7 the availability of healthy food options and opportunities for physical activity2 7iii7 existing family and student supports2 7iv7 locally owned businesses and employers2 and 7v7 institutions of higher education2 7,c7 evidence of successful collaboration within the neighborhood2 7,d7 the steps that the eligible entity is taking1 at the time of the application1 to address the needs identified in the needs analysis2 and 7,e7 any barriers the eligible entity1 public agencies1 and other community-based organizations have faced in meeting such needs4 7#e7 ,a description of the data used to identify the pipeline services to be provided1 including data regarding-- 7,a7 school readiness2 7,b7 academic achievement and college and career readiness2 7,c7 graduation rates2 7,d7 health indicators2 7,e7 rates of enrollment1 remediation1 persistence1 and completion at institutions of higher education1 as available2 and 7,f7 conditions for learning1 including school climate surveys1 discipline rates1 and student attendance and incident data4 7#f7 ,a description of the process used to develop the application1 including the involvement of family and community members4 7#g7 ,an estimate of-- 7,a7 the number of children1 by age1 who will be served by each pipeline service2 and 7,b7 for each age group1 the percentage of children 7of such age group71 within the neighborhood1 who the eligible entity proposes to serve1 disaggregated by each service1 and the goals for increasing such percentage over time4 7#h7 ,a description of how the pipeline services will facilitate the coordination of the following activities3 7,a7 ,providing high-quality early learning opportunities for children1 beginning prenatally and extending through grade #c1 by-- 7i7 supporting high-quality early learning opportunities that provide children with access to programs that support the cognitive and developmental skills1 including social and emotional skills1 needed for success in elementary school2 7ii7 providing for opportunities1 through parenting classes1 baby academies1 home visits1 family and community engagement1 or other evidence-based strategies1 for families and expectant parents to-- 7,i7 acquire the skills to promote early learning1 development1 and health and safety1 including learning about child development and positive discipline strategies 7such as through the use of technology and public media programming72 7,,ii7 learn about the role of families and expectant parents in their child's education2 and 7,,iii7 become informed about educational opportunities for their children1 including differences in quality among early learning opportunities2 7iii7 ensuring successful transitions between early learning programs and elementary school1 including through the establishment of memoranda of understanding between early learning providers and local educational agencies serving young children and families2 7iv7 ensuring appropriate screening1 diagnostic assessments1 and referrals for children with disabilities1 developmental delays1 or other special needs1 consistent with the ,individuals with ,disabilities ,education ,act 7#bj ,u4,s4,c4 #adjj et seq471 where applicable2 7v7 improving the early learning workforce in the community1 including through-- 7,i7 investments in the recruitment1 retention1 distribution1 and support of high-quality professionals1 especially those with certification and experience in child development2 7,,ii7 the provision of high-quality teacher preparation and professional development2 or 7,,iii7 the use of joint professional development for early learning providers and elementary school teachers and administrators2 and 7vi7 enhancing data systems and data sharing among the eligible entity1 partners1 early learning providers1 schools1 and local educational agencies operating in the neighborhood4 7,b7 ,supporting1 enhancing1 operating1 or expanding rigorous and comprehensive education reforms designed to significantly improve educational outcomes for children in early learning programs through grade #ab1 which may include-- 7i7 operating schools or working in close collaboration with local schools to provide high-quality academic programs1 curricula1 and integrated student supports2 7ii7 providing expanded learning time1 which may include the integration and use of arts education in such learning time2 and 7iii7 providing programs and activities that ensure that students-- 7,i7 are prepared for the college admissions1 scholarship1 and financial aid application processes2 and 7,,ii7 graduate college and career ready4 7,c7 ,supporting access to a healthy lifestyle1 which may include-- 7i7 the provision of high-quality and nutritious meals2 7ii7 access to programs that promote physical activity1 physical education1 and fitness2 and 7iii7 education to promote a healthy lifestyle and positive body image4 7,d7 ,providing social1 health1 and mental health services and supports1 including referrals for essential care and preventative screenings1 for children1 family1 and community members1 which may include-- 7i7 dental services2 7ii7 vision care2 and 7iii7 speech1 language1 and auditory screenings and referrals4 7,e7 ,supporting students and family members as the students transition from early learning programs into elementary school1 from elementary school to middle school1 from middle school to high school1 from high school into and through college and into the workforce1 including through evidence-based strategies to address challenges that students may face as they transition1 such as the following3 7i7 ,early college high schools4 7ii7 ,dual enrollment programs4 7iii7 ,career academies4 7iv7 ,counseling and support services4 7v7 ,dropout prevention and recovery strategies4 7vi7 ,collaboration with the juvenile justice system and reentry counseling for adjudicated youth4 7vii7 ,advanced ,placement or ,international ,baccalaureate courses4 7viii7 ,teen parent classrooms4 7ix7 ,graduation and career coaches4 7#i7 ,a description of the strategies that will be used to provide pipeline services 7including a description of the process used to identify such strategies and the outcomes expected and a description of which programs and services will be provided to children1 family members1 community members1 and children not attending schools or programs operated by the eligible entity or its partner providers7 to support the purpose of this part4 7#aj7 ,an explanation of the process the eligible entity will use to establish and maintain family and community engagement4 7#aa7 ,an explanation of how the eligible entity will continuously evaluate and improve the continuum of high-quality pipeline services1 including-- 7,a7 a description of the metrics1 consistent with section #ddaf7;a71 that will be used to inform each component of the pipeline2 and 7,b7 the processes for using data to improve instruction1 optimize integrated student supports1 provide for continuous program improvement1 and hold staff and partner organizations accountable4 7#ab7 ,an identification of the fiscal agent1 which may be any entity described in section #ddab 7not including paragraph 7#b7 of such section74 7#ac7 ,a list of the non-,federal sources of funding that the eligible entity will secure to comply with the matching funds requirement described in section #ddaa7;d71 in addition to other programs from which the eligible entity has already secured funding1 including programs funded by the ,department or programs of the ,department of ,health and ,human ,services1 the ,department of ,housing and ,urban ,development1 the ,department of ,justice1 or the ,department of ,labor4 7c7 ,memorandum of understanding ,an eligible entity1 as part of the application described in this section1 shall submit a preliminary memorandum of understanding1 signed by each partner entity or agency4 ,the preliminary memorandum of understanding shall describe1 at a minimum-- 7#a7 each partner's financial and programmatic commitment with respect to the strategies described in the application1 including an identification of the fiscal agent2 7#b7 each partner's long-term commitment to providing pipeline services that1 at a minimum1 accounts for the cost of supporting the continuum of supports and services 7including a plan for how to support services and activities after grant funds are no longer available7 and potential changes in local government2 7#c7 each partner's mission and the plan that will govern the work that the partners do together2 7#d7 each partner's long-term commitment to supporting the continuum of supports and services through data collection1 monitoring1 reporting1 and sharing2 and 7#e7 each partner's commitment to ensure sound fiscal management and controls1 including evidence of a system of supports and personnel4 #ddad4 ,use of funds 7a7 ,in general ,each eligible entity that receives a grant under this subpart shall use the grant funds to-- 7#a7 support planning activities to develop and implement pipeline services2 7#b7 implement the pipeline services1 as described in the application under section #ddac2 and 7#c7 continuously evaluate the success of the program and improve the program based on data and outcomes4 7b7 ,special rules 7#a7 ,funds for pipeline services ,each eligible entity that receives a grant under this subpart1 for the first and second year of the grant1 shall use not less than #ej percent of the grant funds to carry out the activities described in subsection 7a77#a74 7#b7 ,operational flexibility ,each eligible entity that operates a school in a neighborhood served by a grant program under this subpart shall provide such school with the operational flexibility1 including autonomy over staff1 time1 and budget1 needed to effectively carry out the activities described in the application under section #ddac4 7#c7 ,limitation on use of funds for early childhood education programs ,funds under this subpart that are used to improve early childhood education programs shall not be used to carry out any of the following activities3 7,a7 ,assessments that provide rewards or sanctions for individual children or teachers4 7,b7 ,a single assessment that is used as the primary or sole method for assessing program effectiveness4 7,c7 ,evaluating children1 other than for the purposes of improving instruction1 classroom environment1 professional development1 or parent and family engagement1 or program improvement4 #ddae4 ,report and publicly available data 7a7 ,report ,each eligible entity that receives a grant under this subpart shall prepare and submit an annual report to the ,secretary1 which shall include-- 7#a7 information about the number and percentage of children in the neighborhood who are served by the grant program1 including a description of the number and percentage of children accessing each support or service offered as part of the pipeline services2 7#b7 information relating to the performance metrics described in section #ddaf7;a72 and 7#c7 other indicators that may be required by the ,secretary1 in consultation with the ,director of the ,institute of ,education ,sciences4 7b7 ,publicly available data ,each eligible entity that receives a grant under this subpart shall make publicly available1 including through electronic means1 the information described in subsection 7a74 ,to the extent practicable1 such information shall be provided in a form and language accessible to parents and families in the neighborhood1 and such information shall be a part of statewide longitudinal data systems4 #ddaf4 ,performance accountability and evaluation 7a7 ,performance metrics ,each eligible entity that receives a grant under this subpart shall collect data on performance indicators of pipeline services and family and student supports and report the results to the ,secretary1 who shall use the results as a consideration in continuing grants after the third year and in awarding grant renewals4 ,the indicators shall1 at a minimum1 include the following3 7#a7 ,evidence of increasing qualifications for staff in early care and education programs attended by children in the neighborhood4 7#b7 ,with respect to the children served by the grant-- 7,a7 the percentage of children who are ready for kindergarten1 as measured by a comprehensive developmental screening instrument2 7,b7 the percentage of school-age children proficient in core academic subjects2 7,c7 evidence of narrowing student achievement gaps among the categories described in section #aaaa7;b77#c77;,c77xiii72 7,d7 the percentage of children who are reading at grade level by the end of grade #c2 7,e7 the percentage of children who successfully transition from grade #h to grade #i2 7,f7 for each school year during the grant period1 the percentage of students in prekindergarten1 elementary school1 and secondary school who miss more than #aj percent of school days for any reason1 excused or unexcused1 and the number and percentage of students who are suspended or expelled for any reason1 starting in prekindergarten2 7,g7 the percentage of children who graduate with a high school diploma2 7,h7 the percentage of children who enter postsecondary education and remain after #a year2 7,i7 the percentage of children who are healthy1 as measured by a child-health index that includes cognitive1 nutritional1 physical1 social1 mental-health1 and emotional domains2 7,j7 the percentage of children who feel safe1 as measured by a school climate survey2 7,k7 rates of student mobility and homelessness2 7,l7 opportunities for family members of children to receive education and job training2 and 7,m7 the percentage of children who have digital literacy skills and access to broadband internet and a connected computing device at home and at school4 7b7 ,evaluation ,the ,secretary shall evaluate the implementation and impact of the activities funded under this subpart1 in accordance with section #ifja4 #b ,promise school grants #ddba4 ,program authorized 7a7 ,in general 7#a7 ,program authorized ,from amounts appropriated to carry out this subpart1 the ,secretary shall award grants1 on a competitive basis1 to eligible entities to implement school-centered1 evidence-based strategies and integrated student supports that leverage community partnerships to improve student achievement and child development by carrying out the activities described in section #ddbd in schools with high concentrations of low-income children4 7#b7 ,sufficient size and scope ,each grant awarded under this subpart shall be of sufficient size and scope to allow the eligible entity to carry out the purpose of this part4 7b7 ,general provisions ,the requirements of subsections 7b71 7c71 7d71 and 7e7 of section #ddaa and section #ddad7;b7 shall apply to a grant under this subpart in the same manner as such subsections apply to a grant under subpart #a1 except that the performance metrics used for section #ddaa7;c7 shall be the metrics under section #ddbf7;a74 #ddbb4 ,definition of eligible entity ,in this subpart1 the term eligible entity means-- 7#a7 not less than #a high-need local educational agency 7including a charter school that is a local educational agency7 in partnership with #a or more nonprofit entities or institutions of higher education2 or 7#b7 a school funded by the ,bureau of ,indian ,education that falls under the definition of a local educational agency in partnership with #a or more nonprofit entities or institutions of higher education4 #ddbc4 ,application requirements2 priority 7a7 ,in general ,an eligible entity desiring a grant under this subpart shall submit an application to the ,secretary at such time1 in such manner1 and containing such information as the ,secretary may require4 7b7 ,contents of application ,at a minimum1 the application described in subsection 7a7 shall include the following3 7#a7 ,a description of the local educational agency1 schools1 and students that will be served by the grant program4 7#b7 ,a description of the steps that the eligible entity is taking-- 7,a7 to meet the needs identified in the analysis described in paragraph 7#d72 and 7,b7 to remove any barriers that the eligible entity has identified in meeting such needs4 7#c7 ,the designation of a site coordinator1 with appropriate qualifications and appropriate time1 autonomy1 and support to provide-- 7,a7 leadership in building relationships and establishing and sustaining partnerships that support school improvement1 school turnaround efforts in accordance with the ,state accountability system included in the ,state plan submitted to the ,secretary1 increases in student achievement1 positive child development1 and parent1 family1 and community engagement2 and 7,b7 effective coordination of student services at all stages of the continuum of high-quality pipeline services4 7#d7 ,an analysis of the needs and assets of the schools and communities that will be assisted under the grant4 ,such analysis shall include-- 7,a7 student data1 including information about-- 7i7 kindergarten readiness1 as measured by a comprehensive developmental screening instrument2 7ii7 academic achievement2 7iii7 credit accumulation2 7iv7 grade-to-grade promotion2 7v7 graduation2 7vi7 attendance2 and 7vii7 discipline2 and 7,b7 information about the assets described in section #ddac7;b77#d77;,b7 with respect to such schools and communities4 7#e7 ,an explanation of how the eligible entity and its program partners will use evidence-based practice1 data1 research1 and partnerships to provide pipeline services that-- 7,a7 address the needs identified in paragraph 7#d72 7,b7 conduct family and community engagement2 7,c7 enable teachers and administrators1 including early learning providers1 to complement and enrich efforts to help children-- 7i7 achieve learning gains2 7ii7 prepare for graduation2 and 7iii7 plan for the future1 including preparing for college and careers2 and 7,d7 coordinate and leverage other programs that serve children1 the schools served by the grant1 and the neighborhood4 7#f7 ,an explanation of the extent to which the eligible entity and its program partners will serve or involve children residing in the neighborhood regardless of whether such children attend a school served by the grant1 including by carrying out the activities described in section #ddac7;b77#h74 7#g7 ,a description of the capacity of the eligible entity for measuring student outcomes and school-specific outcomes4 7#h7 ,a description of how the strategies supported with funds under this subpart will be-- 7,a7 coordinated with other programs and strategies carried out by the local educational agency2 and 7,b7 to the greatest extent practicable1 coordinated with other agencies1 such as agencies that provide reentry services to adjudicated youth4 7#i7 ,a description of the strategy the eligible entity will use to-- 7,a7 conduct family and community engagement2 and 7,b7 make schools the centers of their respective communities4 7#aj7 ,a list of the non-,federal sources of funding that the eligible entity will secure to comply with the matching funds requirement pursuant to sections #ddaa7;d7 and #ddba1 in addition to other programs the eligible entity has already secured funding from1 including programs funded by the ,department1 or programs of the ,department of ,health and ,human ,services1 the ,department of ,housing and ,urban ,development1 the ,department of ,justice1 or the ,department of ,labor4 7c7 ,memorandum of understanding ,an eligible entity1 as part of the application described in this section1 shall submit a preliminary memorandum of understanding that meets the requirements of section #ddac7;c74 7d7 ,priority ,in awarding grants under this subpart1 the ,secretary shall give priority to applicants that-- 7#a7 propose to include significant investments1 as determined by the ,secretary1 in high-quality early learning programs1 consistent with section #ddac7;b77#h77;,a72 and 7#b7 provide schools served by the grant with the operational flexibility1 including autonomy over staff1 time1 and budget1 needed to effectively carry out the activities described in the application under this section4 #ddbd4 ,use of funds 7a7 ,in general ,each eligible entity that receives a grant under this subpart shall use the grant funds to-- 7#a7 implement the activities described in the application under section #ddbc2 and 7#b7 continuously evaluate the success of the grant program and improve the grant program based on data and outcomes4 7b7 ,special rule 7#a7 ,limitation on use of funds for early childhood education programs ,funds under this subpart that are used to improve early childhood education programs shall not be used to carry out any of the following activities3 7,a7 ,assessments that provide rewards or sanctions for individual children or teachers4 7,b7 ,a single assessment that is used as the primary or sole method for assessing program effectiveness4 7,c7 ,evaluating children1 other than for the purposes of improving instruction1 classroom environment1 professional development1 or parent and family engagement1 or program improvement4 #ddbe4 ,report and publicly available data 7a7 ,report ,each eligible entity that receives a grant under this subpart shall prepare and submit an annual report to the ,secretary1 which shall include-- 7#a7 information about the number and percentage of children served by the grant program1 disaggregated the subgroups described in section #aaaa7;b77#c77;,c77xiii72 7#b7 information relating to the performance metrics described in section #ddbf7;a72 and 7#c7 other indicators that may be required by the ,secretary1 in consultation with the ,director of the ,institute of ,education ,sciences4 7b7 ,publicly available data ,each eligible entity that receives a grant under this subpart shall make publicly available1 including through electronic means1 the information described in subsection 7a74 ,to the extent practicable1 such information shall be provided in a form and language accessible to parents and families in the neighborhood4 #ddbf4 ,performance accountability and evaluation 7a7 ,performance metrics ,each eligible entity receiving a grant under this subpart shall collect data on performance indicators of pipeline services and family and student supports and report the results to the ,secretary1 who shall use the results as a consideration in continuing grants after the third year and awarding grant renewals4 ,the indicators shall1 at a minimum1 include the indicators described in paragraphs 7#a7 and 7#b7 of section #ddaf7;a74 7b7 ,evaluation ,the ,secretary shall evaluate the implementation and impact of the activities funded under this subpart1 in accordance with section #ifja4 #c ,general provisions #ddca4 ,national activities ,from the amounts appropriated to carry out this part for a fiscal year1 in addition to the amounts that may be reserved in accordance with section #ifja1 the ,secretary may reserve not more than #h percent for national activities1 which may include-- 7#a7 research on the activities carried out under subparts #a and #b2 7#b7 identification and dissemination of best practices1 including through support for a community of practice2 7#c7 technical assistance1 including assistance relating to family and community engagement and outreach to potential partner organizations2 7#d7 professional development1 including development of materials related to professional development2 and 7#e7 other activities consistent with the purpose of this part4 4