any fiscal year for training and technical assistance 
for State-level program development consistent with 
the purposes of this Act. The Secretary shall con-
tract with an entity, or entities, with a demonstrated 
record of achievement in promoting and dissemi-
nating best practices in service learning— 
‘‘(A) to continually scan the field and build 
an ever-expanding knowledge base of exemplary 
service-learning models; 
‘‘(B) to help ensure the dissemination, 
adoption, and continuous improvement of these 
exemplary practices at the State and local level; 
and 
‘‘(C) to conduct specific activities, includ-
ing— 
‘‘(i) developing and disseminating ex-
emplary program models that demonstrate 
how high-quality service-learning programs 
can be replicated and can become sustain-
able at the State and local level by advanc-
ing the use of service learning as a high- 
quality instructional pedagogy; 
‘‘(ii) providing resources to support 
effective policy development at the State 
and local level to advance efforts with re-
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spect to high-quality teachers and the equi-
table distribution of high-quality teachers; 
and 
‘‘(iii) providing exemplary professional 
development models and technical assist-
ance materials to any interested party. 
‘‘SEC. 2504. STATE ACTIVITIES. 
‘‘(a) GRANTS.—A State educational agency desiring 
a grant under this part shall submit an application to the 
Secretary that includes an assurance that, not later than 
90 days after receiving a grant— 
‘‘(1) all local educational agencies in the State 
will have access to high-quality professional develop-
ment and peer mentoring through a cascade model, 
including resources and ongoing support to trans-
form instructional practices; 
‘‘(2) the State educational agency will imple-
ment strategies for improvement in the lowest per-
forming geographic areas utilizing service-learning 
policies and practices, National School Climate 
Standards, and exemplary practices for enhancing 
teacher quality; 
‘‘(3) the State educational agency will establish 
State policies and support systems that are designed 
to result in effective programs; and 
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‘‘(4) the State educational agency will establish 
partnerships with entities, such as institutions of 
higher education, institutions of teacher training, 
and nonprofit organizations with a demonstrated 
record of experience in school-based service learning, 
to develop systemic implementation of service learn-
ing in teacher preparation and professional develop-
ment. 
‘‘(b) SERVICE-LEARNING SPECIALIST.—Of the funds 
made available to a State educational agency under this 
part, the agency shall reserve a portion of those funds ap-
propriated to support a service-learning specialist who acts 
as a conduit of information between the State and local 
level, provides training and technical assistance, program 
improvement, and progress monitoring. 
‘‘(c) STATE-LEVEL ACTIVITIES.—Of the funds made 
available to a State educational agency under this part, 
the agency shall reserve 30 percent to support the fol-
lowing: 
‘‘(1) Collaboration and mentoring to increase 
consistency in implementation across States to en-
sure high-quality practice and sustainability. 
‘‘(2) Implementation of a statewide cascade 
professional development model. 
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‘‘(3) On-site support and mentoring of local 
educational agencies. 
‘‘(4) Dissemination of resources to support im-
plementation, capacity building, and sustainability of 
local efforts, including through grants or contracts 
with qualified national intermediaries or community- 
based organizations. 
‘‘SEC. 2505. SUBGRANTS TO LOCAL EDUCATIONAL AGEN-
CIES. 
‘‘(a) IN GENERAL.—A State educational agency that 
receives funds under this part shall use the funds remain-
ing after the application of section 2504 to make sub-
grants to local educational agencies that use— 
‘‘(1) the service-learning model to strengthen 
the content area disciplines and implementation of 
key educational innovations in schools with a high 
percentage of underperforming youth; and 
‘‘(2) a cascade professional development model 
to bring practice to scale. 
‘‘(b) COMPETITIVE SUBGRANTS.—Subgrants under 
subsection (a) shall be made on a competitive basis with 
consideration for geographic diversity, including distribu-
tion between urban and rural local educational agencies. 
In making awards, the State educational agency must give 
priority to local educational agencies with high proportions 
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of students living in poverty or performing below grade 
level. 
‘‘(c) APPLICATION.—A local educational agency ap-
plying for a subgrant under this section shall submit an 
application to the State educational agency that includes 
information on how— 
‘‘(1) funds will be used to participate in the 
cascade professional development model, ensure sus-
tainability, and replicate the service-learning model 
to increase academic engagement and performance 
in content area courses, increase civic skills and en-
gagement, and enable students in low-performing 
schools to help their own communities by giving 
them the knowledge, skills, and opportunities nec-
essary to participate in high-quality service-learning 
experiences; 
‘‘(2) educators will— 
‘‘(A) receive support in using instructional 
practices that incorporate the application of 
academic knowledge and skills to address rel-
evant needs in their community; and 
‘‘(B) identify current data, set measurable 
goals for their instructional activities, and 
measure impact on both students and the com-
munity; and 
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‘‘(3) partnerships will be established to create a 
community-wide expectation that service learning is 
an essential part of a high-quality education. 
‘‘SEC. 2506. DEFINITION OF CASCADE PROFESSIONAL DE-
VELOPMENT MODEL. 
‘‘In this part, the term ‘cascade professional develop-
ment model’ means a professional development model in 
which specialists are trained in high-quality practice and 
delivery of professional development. These experts then 
train educators, who are responsible for training, men-
toring, and supporting their peers. This model allows for 
replication of effective practice and increased consistency 
in quality among all States. 
‘‘SEC. 2507. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this part such sums as may be necessary for fiscal year 
2014 and for each of the 5 succeeding fiscal years.’’. 
(b) CONFORMING AMENDMENT.—The table of con-
tents for the Elementary and Secondary Education Act 
of 1965 is amended by inserting after the item relating 
to section 2441 the following: 
‘‘PART E—ENHANCING THE EFFECTIVENESS OF K–12 EDUCATION 
THROUGH SERVICE LEARNING 
‘‘Sec. 2501. Findings. 
‘‘Sec. 2502. Purposes. 
‘‘Sec. 2503. National activities. 
‘‘Sec. 2504. State activities. 
‘‘Sec. 2505. Subgrants to local educational agencies. 
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‘‘Sec. 2506. Definition of cascade professional development model. 
‘‘Sec. 2507. Authorization of appropriations.’’. 
Æ 
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