(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 improve-
ment, corrective action, or restructuring under sec-
tion 1116 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6316); and 
(3) having a plan for sustainability of the pro-
gram 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 evalua-
tion of the activities funded under section 103. This eval-
uation shall assess the following: 
(1) The impact of evidence-based social and 
emotional learning programming on student achieve-
ment and attainment. 
(2) The impact of evidence-based social and 
emotional learning on student behavioral outcomes. 
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(3) The impact of professional development in 
social and emotional learning programming on pro-
gram 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 High-
er Education Act of 1965 (20 U.S.C. 1001). 
(2) LOCAL EDUCATIONAL AGENCY; STATE EDU-
CATIONAL AGENCY.—The terms ‘‘local educational 
agency’’ and ‘‘State educational agency’’ have the 
meanings given the terms in section 9101 of the Ele-
mentary 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 in-
cluding— 
(A) self-awareness and self management to 
achieve school and life success, such as: identi-
fying and recognizing strengths, needs, emo-
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tions, 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 rela-
tionships, such as: perspective taking and re-
spect for others, communication, working coop-
eratively, 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 eth-
ical responsibility. 
(4) SOCIAL AND EMOTIONAL LEARNING PRO-
GRAMMING.—The term ‘‘social and emotional learn-
ing 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; 
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(C) teach children to apply social and emo-
tional skills to prevent specific problem behav-
iors such as substance use, violence, bullying, 
and school failure, and to promote positive be-
haviors in class, school, and community activi-
ties; and 
(D) establish safe, caring, learning envi-
ronments that foster student participation, en-
gagement, 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 edu-
cation agencies under section 103; and 
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(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 SEC-
ONDARY EDUCATION ACT. 
(a) SCHOOL DROPOUT PREVENTION INITIATIVE.— 
Subpart 2 of part H of title I of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 6561 et seq.) 
is amended— 
(1) in section 1822(b)(1), by redesignating sub-
paragraphs (H) through (J) as subparagraphs (I) 
through (K), respectively, and inserting after sub-
paragraph (G) the following: 
‘‘(H) implementing social and emotional 
learning programming;’’; and 
(2) in section 1825(2)— 
(A) after ‘‘creating alternative school pro-
grams,’’ strike ‘‘and’’; and 
(B) strike the period at the end and insert 
‘‘, and implementing social and emotional learn-
ing programming.’’. 
(b) TEACHER AND PRINCIPAL TRAINING AND RE-
CRUITING FUND.—Part A of title II is the Elementary 
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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 sub-
paragraph (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 prac-
tices 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 pro-
gramming.’’; and 
(2) in section 2123(a)(3)(B)(iii)— 
(A) by striking ‘‘and’’ at the end of (I); 
(B) by redesignating subclause (II) as sub-
clause (III); and 
(C) by inserting afer subclause (I) the fol-
lowing: 
‘‘(II) addressing the social and 
emotional development needs of stu-
dents to improve student achievement 
and attainment such as through social 
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and emotional learning programming; 
and’’. 
(c) SAFE AND DRUG-FREE SCHOOLS AND COMMU-
NITIES.—Part A of title IV of the Elementary and Sec-
ondary 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 im-
plementing programming that addresses the so-
cial and emotional development needs of stu-
dents’’; 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 ad-
dressing the social and emotional develop-
ment needs of students through social and 
emotional learning programming; and’’; 
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(2) in section 4114(d)(7)— 
(A) in subparagraph (C), by inserting be-
fore 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), re-
spectively; 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 de-
velopment needs of the students;’’; and 
(B) in subsection (b)— 
(i) in paragraph (1)(A), by inserting 
before the semicolon the following: ‘‘and 
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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 pro-
gramming;’’; 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 emo-
tional development needs of students and 
in creating safe and drug free learning en-
vironments.’’; and 
(4) in section 4121(a)(2)— 
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(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 pro-
gramming that have proven effective in address-
ing the academic, social, and emotional develop-
ment needs of students and in creating safe and 
drug-free learning environments;’’. 
Æ 
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