Text: H.R.4223 — 111th Congress (2009-2010)

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Introduced in House (12/08/2009)


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[Congressional Bills 111th Congress]
[From the U.S. Government Printing Office]
[H.R. 4223 Introduced in House (IH)]

111th CONGRESS
  1st Session
                                H. R. 4223

  To support evidence-based social and emotional learning programming.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                            December 8, 2009

Mr. Kildee (for himself, Mr. Ryan of Ohio, and Mrs. Biggert) introduced 
 the following bill; which was referred to the Committee on Education 
                               and Labor

_______________________________________________________________________

                                 A BILL


 
  To support evidence-based social and emotional learning programming.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Academic, Social, and Emotional 
Learning Act of 2009''.

SEC. 2. FINDINGS.

    The Congress makes the following findings:
            (1) To succeed in school, students need to be engaged. They 
        need to know how to maintain focus and effort in the face of 
        setbacks, work effectively with others, and be good 
        communicators and problem-solvers.
            (2) Social and emotional skills form a foundation for young 
        people's success not just in school, but as healthy and caring 
        adults, productive workers, and engaged citizens.
            (3) Not only can these skills be taught, they can be taught 
        by regular classroom teachers in schools of every type to 
        students of every background.
            (4) Academic outcomes resulting from social and emotional 
        learning include greater motivation to learn and commitment to 
        school, increased time devoted to schoolwork and mastery of 
        subject matter, improved attendance, graduation rates, grades, 
        and test scores.
            (5) These positive outcomes increase in students who are 
        involved in social and emotional learning programming by an 
        average of 11 percentile points over students who are not 
        involved in such programming.
            (6) Social and emotional learning programming also results 
        in reduced problem behavior, improved health outcomes, a lower 
        rate of violent delinquency, and a lower rate of heavy alcohol 
        use.

TITLE I--GRANTS TO SUPPORT EVIDENCE-BASED SOCIAL AND EMOTIONAL LEARNING 
                              PROGRAMMING

SEC. 101. PURPOSE.

    The purpose of this title is to advance student achievement, 
attainment, and social and emotional development by establishing 
Federal grant programs to support social and emotional learning 
programming in elementary and secondary schools.

SEC. 102. NATIONAL TRAINING AND TECHNICAL ASSISTANCE CENTER.

    (a) Grant Authorized.--The Secretary is authorized to award a grant 
to establish a National Technical Assistance and Training Center for 
Social and Emotional Learning that provides training and technical 
assistance to States, local educational agencies, and community-based 
organizations to identify, promote, and support evidence-based social 
and emotional learning programming in elementary and secondary schools.
    (b) Authorized Activities.--Grant funds provided under this section 
shall be used--
            (1) to provide technical assistance to States, local 
        educational agencies, and community-based organizations on the 
        effective implementation of social and emotional learning 
        standards and programming to States, including technical 
        assistance on coordinated classroom and school-wide programming 
        as well as how to engage families and communities in social and 
        emotional learning efforts;
            (2) to provide ongoing high-quality professional 
        development to support effective implementation of social and 
        emotional learning standards and programming;
            (3) to conduct research and disseminate information on 
        social and emotional learning standards and programming;
            (4) to develop and disseminate reliable assessment tools to 
        measure student progress in social and emotional development; 
        and
            (5) to evaluate social and emotional learning programming 
        to determine the impact of such programming on student 
        achievement and behavior.
    (c) Eligible Grantee.--The grant may be awarded to a nonprofit 
organization that has extensive experience in--
            (1) developing research based standards, instructional 
        resources, and assessments of social and emotional learning;
            (2) providing technical assistance to States, local 
        educational agencies, and community-based organizations that 
        are developing and implementing social and emotional learning 
        standards and programming;
            (3) providing high-quality professional development to 
        local educational agency and school personnel in social and 
        emotional learning standards and programming;
            (4) conducting, analyzing, and disseminating research on 
        social and emotional development and learning; and
            (5) evaluating social and emotional learning standards and 
        programming.
    (d) Application.--Applications shall be submitted at such time and 
in such manner as the Secretary determines. Applications shall include 
a description of how the grantee--
            (1) will use funds consistent with subsection (b); and
            (2) meets the eligibility requirements described in 
        subsection (c).
    (e) Duration of Grant.--The grant under this section shall be 
awarded for 5 years.
    (f) Report to Secretary.--The grantee shall report any information 
the Secretary deems appropriate at such a time and in such manner as 
the Secretary shall require.

SEC. 103. GRANTS TO STATES AND LOCAL EDUCATIONAL AGENCIES.

    (a) Grants Authorized.--The Secretary is authorized to award 
competitive grants to States and local educational agencies to work 
with the National Technical Assistance and Training Center for Social 
and Emotional Learning to develop and implement evidence-based social 
and emotional learning standards and programming in elementary schools 
and secondary schools.
    (b) Uses of Funds for States.--
            (1) Required activities.--In the case of a State that 
        receives a grant under this section, the State shall carry out 
        the following activities:
                    (A) Create a State social and emotional learning 
                leadership team consisting of, at a minimum, a 
                representative from the State education agency, a 
                school administrator, an educator, a parent, a 
                representative from an institution of higher education 
                in the State, and a coordinator for mental health or 
                pupil support services to guide the planning, 
                implementation, and monitoring of social and emotional 
                learning programming.
                    (B) Develop a State plan outlining policies, 
                standards, or guidelines to support the implementation 
                of evidence-based social and emotional learning 
                programming in local educational agencies.
                    (C) Develop a statewide high-quality professional 
                development framework and student assessment system for 
                State agency staff, school administrators, teachers, 
                and paraprofessionals to implement and assess social 
                and emotional learning.
                    (D) Disseminate information to educators and the 
                public about advances in research, practices, and 
                policies that foster the social, emotional, and 
                academic growth of students.
                    (E) Engage families and communities in the social 
                and emotional learning of students served.
            (2) Allowable activities.--In the case of a State that 
        receives a grant under this section, the State may carry out 
        the following activities:
                    (A) Establish a plan and provide competitive 
                subgrants to local education agencies to plan, 
                implement, and evaluate sustainable social and 
                emotional learning programming.
                    (B) Explore the development of public-private 
                partnerships to fund and support quality implementation 
                and assessment of evidence-based social and emotional 
                learning.
    (c) Uses of Funds for Local Education Agencies.--In the case of a 
local educational agency that receives a grant under this section, the 
local educational agency shall carry out the following activities:
            (1) Create district and or school social and emotional 
        learning coordinator(s) and coaches who work with planning 
        teams to plan, implement, evaluate, and monitor evidence-based 
        social and emotional learning programming.
            (2) Develop district- and school-level policies and plans 
        to support the implementation, and evaluation of school-wide, 
        evidence-based social and emotional learning programming.
            (3) Provide ongoing high-quality professional development 
        and on-site coaching to school administrators, teachers, and 
        paraprofessionals who implement and assess evidence-based 
        social and emotional learning.
            (4) Engage families and communities in the social and 
        emotional development and learning of students served.
            (5) Provide resources and supports such as planning time, 
        materials, and training sites for school personnel that 
        implement and assess evidence-based social and emotional 
        learning.
            (6) Monitor program implementation and assess student 
        progress in social and emotional learning over time.
            (7) Disseminate relevant research and information on social 
        and emotional development and learning.
    (d) Applications.--
            (1) In general.--Applications shall be submitted at such 
        time and in such manner as the Secretary determines.
            (2) State application contents.--A State application 
        shall--
                    (A) describe how the State will implement the 
                required activities described in subsection (b)(1);
                    (B) describe how the State will work with the 
                National Training and Technical Assistance Center;
                    (C) describe how the State will provide ongoing 
                support to local education agencies to ensure effective 
                implementation of evidence-based social and emotional 
                learning standards and programming; and
                    (D) describe benchmarks of success for the State 
                initiative.
            (3) Local educational agency application contents.--A local 
        education agency application shall--
                    (A) describe how the local education agency will 
                implement the activities described in subsection (c);
                    (B) describe how the local education agency will 
                work with the National Training and Technical 
                Assistance Center;
                    (C) describe how the local education agency will 
                work with the State to support evidence-based social 
                and emotional learning programming and ensure the 
                ongoing support of the local educational agency and 
                school leader in schools where the grant is 
                implemented; and
                    (D) describe benchmarks of success for the local 
                educational agency initiative.
    (e) Priority.--In awarding grants, the Secretary shall give 
priority to applicants serving schools--
            (1) with high numbers or high percentages of low-income 
        students;
            (2) with high numbers or high percentages of students in 
        schools identified as in need of improvement, corrective 
        action, or restructuring under section 1116 of the Elementary 
        and Secondary Education Act of 1965 (20 U.S.C. 6316); and
            (3) having a plan for sustainability of the program beyond 
        the duration of the grant.
    (f) Duration of Grant.--Grants under this section shall be awarded 
for 5 years.
    (g) Report to Secretary.--Grantees shall report any information the 
Secretary deems appropriate at such a time and in such manner as the 
Secretary shall require.

SEC. 104. EVALUATION.

    The Secretary shall conduct an independent evaluation of the 
activities funded under section 103. This evaluation shall assess the 
following:
            (1) The impact of evidence-based social and emotional 
        learning programming on student achievement and attainment.
            (2) The impact of evidence-based social and emotional 
        learning on student behavioral outcomes.
            (3) The impact of professional development in social and 
        emotional learning programming on program planning and 
        implementation, teacher practice, and student achievement.

SEC. 105. DEFINITIONS.

    In this title:
            (1) Institution of higher education.--The term 
        ``institution of higher education'' has the meaning given such 
        term in section 101 of the Higher Education Act of 1965 (20 
        U.S.C. 1001).
            (2) Local educational agency; state educational agency.--
        The terms ``local educational agency'' and ``State educational 
        agency'' have the meanings given the terms in section 9101 of 
        the Elementary and Secondary Education Act of 1965 (20 U.S.C. 
        7801).
            (3) Social and emotional learning.--The term ``social and 
        emotional learning'' is the process through which children and 
        adults acquire the knowledge, attitudes, and skills associated 
        with the core areas of social and emotional competency 
        including--
                    (A) self-awareness and self management to achieve 
                school and life success, such as: identifying and 
                recognizing strengths, needs, emotions, values and 
                self-efficacy, impulse control and stress management, 
                self-motivation and discipline, and goal setting and 
                organizational skills;
                    (B) social awareness and interpersonal skills to 
                establish and maintain positive relationships, such as: 
                perspective taking and respect for others, 
                communication, working cooperatively, negotiation, 
                conflict management, help seeking; and
                    (C) decisionmaking skills and responsible behaviors 
                in personal, academic and community contexts, such as: 
                situational analysis, problem solving, reflection and 
                personal, social and ethical responsibility.
            (4) Social and emotional learning programming.--The term 
        ``social and emotional learning programming'' refers to 
        classroom instruction and schoolwide activities and initiatives 
        that--
                    (A) integrate social and emotional learning into 
                school curriculum;
                    (B) provide systematic instruction whereby social 
                and emotional skills are taught, modeled, practiced, 
                and applied so that students use them as part of their 
                daily behavior;
                    (C) teach children to apply social and emotional 
                skills to prevent specific problem behaviors such as 
                substance use, violence, bullying, and school failure, 
                and to promote positive behaviors in class, school, and 
                community activities; and
                    (D) establish safe, caring, learning environments 
                that foster student participation, engagement, and 
                connection to learning and school.
            (5) State.--The term ``State'' means each of the several 
        States of the United States, the District of Columbia, and the 
        Commonwealth of Puerto Rico.

SEC. 106. AUTHORIZATION OF APPROPRIATIONS.

    There are authorized to be appropriated to carry out this title--
            (1) $5,000,000 for fiscal year 2010 to carry out section 
        102;
            (2) $30,000,000 for fiscal year 2010 of which--
                    (A) 5 percent shall be reserved to carry out 
                section 104;
                    (B) 25 percent shall be reserved for grants to 
                States under section 103; and
                    (C) 70 percent for grants to local education 
                agencies under section 103; and
            (3) such sums as may be necessary for fiscal years 2011 
        through 2014.

      TITLE II--ELEMENTARY AND SECONDARY EDUCATION ACT AMENDMENTS

SEC. 201. AMENDMENTS TO THE ELEMENTARY AND SECONDARY EDUCATION ACT.

    (a) School Dropout Prevention Initiative.--Subpart 2 of part H of 
title I of the Elementary and Secondary Education Act of 1965 (20 
U.S.C. 6561 et seq.) is amended--
            (1) in section 1822(b)(1), by redesignating subparagraphs 
        (H) through (J) as subparagraphs (I) through (K), respectively, 
        and inserting after subparagraph (G) the following:
                    ``(H) implementing social and emotional learning 
                programming;''; and
            (2) in section 1825(2)--
                    (A) after ``creating alternative school programs,'' 
                strike ``and''; and
                    (B) strike the period at the end and insert ``, and 
                implementing social and emotional learning 
                programming.''.
    (b) Teacher and Principal Training and Recruiting Fund.--Part A of 
title II is the Elementary and Secondary Education Act of 1965 (20 
U.S.C. 6601 et seq.) is amended--
            (1) in section 2113(c)(2)--
                    (A) by striking ``and'' at the end of subparagraph 
                (A);
                    (B) by striking the period at the end of 
                subparagraph (B) and insert ``; and''; and
                    (C) by adding at the end the following:
                    ``(C) train teachers and principals in practices 
                that have demonstrated effectiveness in improving 
                student achievement, attainment, and behavior through 
                addressing the social and emotional development needs 
                of students such as through social and emotional 
                learning programming.''; and
            (2) in section 2123(a)(3)(B)(iii)--
                    (A) by striking ``and'' at the end of (I);
                    (B) by redesignating subclause (II) as subclause 
                (III); and
                    (C) by inserting afer subclause (I) the following:
                                    ``(II) addressing the social and 
                                emotional development needs of students 
                                to improve student achievement and 
                                attainment such as through social and 
                                emotional learning programming; and''.
    (c) Safe and Drug-Free Schools and Communities.--Part A of title IV 
of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7101 
et seq.) is amended--
            (1) in section 4112--
                    (A) in subsection (a)(5)(B), by inserting before 
                the semicolon ``and developing and implementing 
                programming that addresses the social and emotional 
                development needs of students''; and
                    (B) in (c)(2)(D)--
                            (i) by striking ``and'' at the end of 
                        clause (ii);
                            (ii) by redesignating clause (iii) as 
                        clause (iv); and
                            (iii) by inserting after clause (ii) the 
                        following:
                            ``(iii) training, technical assistance, and 
                        demonstration projects to foster a safe and 
                        drug-free learning environment by addressing 
                        the social and emotional development needs of 
                        students through social and emotional learning 
                        programming; and'';
            (2) in section 4114(d)(7)--
                    (A) in subparagraph (C), by inserting before the 
                semicolon ``and to promote the positive social and 
                emotional development of students''; and
                    (B) in subparagraph (E)--
                            (i) by redesignating clauses (iii) through 
                        (v) as clauses (iv) through (vi), respectively; 
                        and
                            (ii) by inserting after clause (ii) the 
                        following:
                            ``(iii) promotes the positive social and 
                        emotional development of students;'';
            (3) in section 4115--
                    (A) in subsection (a)(1)--
                            (i) by redesignating subparagraphs (B) 
                        through (E) as subparagraphs (C) through (F), 
                        respectively; and
                            (ii) by inserting after subparagraph (A) 
                        the following:
                    ``(B) consider the social and emotional development 
                needs of the students;''; and
                    (B) in subsection (b)--
                            (i) in paragraph (1)(A), by inserting 
                        before the semicolon the following: ``and 
                        promotes the positive social and emotional 
                        development of students'';
                            (ii) in paragraph (2)(A)--
                                    (I) by redesignating clauses (iii) 
                                through (vii) as clauses (iv) through 
                                (viii), respectively; and
                                    (II) by inserting after clause (ii) 
                                the following:
                            ``(iii) promote the positive social and 
                        emotional development of students, such as 
                        through social and emotional learning 
                        programming;''; and
                            (iii) in paragraph (2)(E)--
                                    (I) by redesignating clauses (vii) 
                                through (xxii) as clauses (viii) 
                                through (xxiii), respectively; and
                                    (II) by inserting after clause (vi) 
                                the following:
                            ``(vii) Social and emotional learning 
                        programming that have proven effective in 
                        addressing the academic, social and emotional 
                        development needs of students and in creating 
                        safe and drug free learning environments.''; 
                        and
            (4) in section 4121(a)(2)--
                    (A) in subparagraph (C), by striking ``and'' at the 
                end;
                    (B) in subparagraph (D), by adding ``and'' at the 
                end; and
                    (C) by adding at the end the following:
                    ``(E) social and emotional learning programming 
                that have proven effective in addressing the academic, 
                social, and emotional development needs of students and 
                in creating safe and drug-free learning 
                environments;''.
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