(1) As used in this section: (a) "Elementary school" means a school that includes any one or all of grades kindergarten through grade 6. (b) "Intergenerational poverty" means the same as that term is defined in Section 35A-9-102. (c) "Qualifying personnel" means a school counselor or school social worker who: (i) is licensed by the state board; and (ii) collaborates with educators and a student's family or guardian on: (A) early identification and intervention of a student's academic and mental health needs; and (B) removing barriers to learning and developing skills and behaviors critical for a student's academic achievement.

(a) "Elementary school" means a school that includes any one or all of grades kindergarten through grade 6.

(b) "Intergenerational poverty" means the same as that term is defined in Section 35A-9-102.

(c) "Qualifying personnel" means a school counselor or school social worker who: (i) is licensed by the state board; and (ii) collaborates with educators and a student's family or guardian on: (A) early identification and intervention of a student's academic and mental health needs; and (B) removing barriers to learning and developing skills and behaviors critical for a student's academic achievement.

(i) is licensed by the state board; and

(ii) collaborates with educators and a student's family or guardian on: (A) early identification and intervention of a student's academic and mental health needs; and (B) removing barriers to learning and developing skills and behaviors critical for a student's academic achievement.

(A) early identification and intervention of a student's academic and mental health needs; and

(B) removing barriers to learning and developing skills and behaviors critical for a student's academic achievement.

(2) Subject to legislative appropriations and Subsection (3), the state board shall award a grant to an LEA to provide targeted school-based mental health support in an elementary school, including trauma-informed care, through employment of qualifying personnel.

(3) In awarding a grant under this section, the state board shall give: (a) first priority to an LEA that proposes to target funds to one or more elementary schools with a high percentage of students exhibiting risk factors for childhood trauma; and (b) second priority to an LEA that proposes to target funds to one or more elementary schools with a high percentage of students experiencing intergenerational poverty.

(a) first priority to an LEA that proposes to target funds to one or more elementary schools with a high percentage of students exhibiting risk factors for childhood trauma; and

(b) second priority to an LEA that proposes to target funds to one or more elementary schools with a high percentage of students experiencing intergenerational poverty.

(4) To qualify for a grant, an LEA shall: (a) submit an application to the state board that includes: (i) measurable goals on improving student safety, student engagement, school culture, and academic achievement; and (ii) how the LEA intends to meet goals submitted under Subsection (4)(a)(i) through the use of the grant funds; and (b) provide local funds to match grant funds received under this section in an amount equal to one-half of the amount of the grant funds.

(a) submit an application to the state board that includes: (i) measurable goals on improving student safety, student engagement, school culture, and academic achievement; and (ii) how the LEA intends to meet goals submitted under Subsection (4)(a)(i) through the use of the grant funds; and

(i) measurable goals on improving student safety, student engagement, school culture, and academic achievement; and

(ii) how the LEA intends to meet goals submitted under Subsection (4)(a)(i) through the use of the grant funds; and

(b) provide local funds to match grant funds received under this section in an amount equal to one-half of the amount of the grant funds.

(5) An LEA may not replace federal, state, or local funds previously allocated to employ qualified personnel with funds distributed under this section.

(6) The state board shall make rules specifying: (a) procedures for applying for and awarding grants under this section, including: (i) a definition of risk factors for childhood trauma; (ii) the duration of a grant; and (iii) a schedule for submission of matching grant funds; and (b) annual reporting requirements for grantees in accordance with Subsection (7).

(a) procedures for applying for and awarding grants under this section, including: (i) a definition of risk factors for childhood trauma; (ii) the duration of a grant; and (iii) a schedule for submission of matching grant funds; and

(i) a definition of risk factors for childhood trauma;

(ii) the duration of a grant; and

(iii) a schedule for submission of matching grant funds; and

(b) annual reporting requirements for grantees in accordance with Subsection (7).

(7) An LEA that receives a grant under this section shall submit an annual report to the state board, including: (a) progress toward achieving the goals submitted under Subsection (4)(a)(i); and (b) if the LEA decides to discontinue the qualifying personnel position, the LEA's reason for discontinuing the position.

(a) progress toward achieving the goals submitted under Subsection (4)(a)(i); and

(b) if the LEA decides to discontinue the qualifying personnel position, the LEA's reason for discontinuing the position.

(8) Beginning on or before July 1, 2019, the state board shall provide training that instructs educators on the impact of trauma on student learning, including information advising educators against practicing medicine, giving a diagnosis, or providing treatment.