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Title IV, Part A: SSAE

Title IV, Part A Student Support and Academic Enrichment (SSAE) program federal funds are to improve students’ academic achievement by increasing local educational agencies, schools, and local communities capacity.

The Elementary and Secondary Education Act (ESEA) reauthorized as the Every Student Succeeds Act (ESSA) includes the SSAE grants pursuant to Title IV, Part A Subpart 1 (ESSA Section 4101). The purpose of this subpart is to improve students’ academic achievement by increasing the capacity of states, local educational agencies (LEAs), schools, and local communities to—

  1. provide all students with access to a well-rounded education;
  2. improve school conditions for student learning; and
  3. improve the use of technology in order to improve the academic achievement and digital literacy of all students.

LEA Allocation Eligibility

To qualify for Title IV, Part A funds, LEAs must (1) submit an application, known as the Local Control and Accountability Plan (LCAP) Federal Addendum in California, to the State educational agency; and (2) complete a needs assessment (ESSA Section 4106[a]).

An LEA or consortium of such agencies shall conduct a comprehensive needs assessment of the LEA or agencies proposed to be served under Title IV, Part A in order to examine needs for improvement of—

  1. access to, and opportunities for, a well-rounded education for all students;
  2. school conditions for student learning in order to create a healthy and safe school environment; and
  3. access to personalized learning experiences supported by technology and professional development for the effective use of data and technology (ESSA Section 4106[d][1]).

With an approved LCAP Federal Addendum and needs assessment completed, the LEA, or consortium of LEAs may apply for Title IV, Part A funds during the Spring Release of the Consolidated Application Reporting System (CARS).

Each LEA, or consortium of LEAs, shall conduct the needs assessment once every 3 years (ESSA Section 4106[d][3]).

An LEA receiving a Title IV, Part A allocation in an amount that is less than $30,000 shall not be required to conduct a comprehensive needs assessment (ESSA Section 4106[d][2]).

SSEA Requirements

An LEA, or consortium of LEAs that receive a Title IV, Part A allocation shall:

  • Use not less than 20 percent of funds to support one or more well-rounded education activities (ESSA Section 4104[e][2][C]);
  • Use not less than 20 percent of funds to support one or more safe and healthy students activities (ESSA Section 4104[e][2][D]);
  • Use a portion of funds to support one or more effective use of technology activities (ESSA Section 4104[e][2][E]).

Nothing in Title IV, Part A may be construed to—

  1. authorize activities or programming that encourages teenage sexual activity; or
  2. prohibit effective activities or programming that meet the requirements of section 8526 (ESSA Section 4111).

Additionally, Title IV, Part A funds shall be used to supplement, and not supplant, non-Federal funds that would otherwise be used for Title IV, Part A activities (ESSA Section 4110).

Well-Rounded Education Activities

Each LEA, or consortium of such agencies, that receives a Title IV, Part A allocation pursuant to ESSA Section 4107 shall use a portion of such funds to develop and implement programs and activities that support access to a well-rounded education and that—

  1. are coordinated with other schools and community based services and programs;
  2. may be conducted in partnership with an institution of higher education, business, nonprofit organization, community based organization, or other public or private entity with a demonstrated record of success in implementing activities; and
  3. may include programs and activities, such as—
    1. college and career guidance and counseling programs, such as—
      1. postsecondary education and career awareness and exploration activities; information in assisting students with postsecondary education and career planning; and
      2. financial literacy and Federal financial aid awareness activities;
    2. programs and activities that use music and the arts as tools to support student success through the promotion of constructive student engagement, problem solving, and conflict resolution;
    3. programming and activities to improve instruction and student engagement in science, technology, engineering, and mathematics, including computer science, (referred to in this section as ‘‘STEM subjects’’) such as—
      1. increasing access for students through grade 12 who are members of groups underrepresented in such subject fields, such as female students, minority students, English learners, children with disabilities, and economically disadvantaged students, to high-quality courses;
      2. supporting the participation of low-income students in nonprofit competitions related to STEM subjects (such as robotics, science research, invention, mathematics, computer science, and technology competitions);
      3. providing hands-on learning and exposure to science, technology, engineering, and mathematics and supporting the use of field-based or service learning to enhance the students’ understanding of the STEM subjects;
      4. supporting the creation and enhancement of STEM-focused specialty schools;
      5. facilitating collaboration among school, afterschool program, and informal program personnel to improve the integration of programming and instruction in the identified subjects; and
      6. integrating other academic subjects, including the arts, into STEM subject programs to increase participation in STEM subjects, improve attainment of skills related to STEM subjects, and promote well-rounded education;
    4. efforts to raise student academic achievement through accelerated learning programs, such as—
      1. reimbursing low-income students to cover part or all of the costs of accelerated learning examination fees, if the low-income students are enrolled in accelerated learning courses and plan to take accelerated learning examinations; or
      2. increasing the availability of, and enrollment in, accelerated learning courses, accelerated learning examinations, dual or concurrent enrollment programs, and early college high school courses;
    5. activities to promote the development, implementation, and strengthening of programs to teach traditional government education;
    6. foreign language instruction;
    7. environmental education;
    8. programs and activities that promote volunteerism and community involvement;
    9. programs and activities that support educational programs that integrate multiple disciplines, such as programs that combine arts and mathematics; or
    10. other activities and programs to support student access to, and success in, a variety of well-rounded education experiences.

Safe and Healthy Student Activities

Each LEA, or consortium of such agencies, that receives a Title IV, Part A allocation pursuant to ESSA Section 4108 shall use a portion of such funds to develop, implement, and evaluate comprehensive programs and activities that—

  1. are coordinated with other schools and community based services and programs;
  2. foster safe, healthy, supportive, and drug-free environments that support student academic achievement;
  3. promote the involvement of parents in the activity or program;
  4. may be conducted in partnership with an institution of higher education, business, nonprofit organization, community based organization, or other public or private entity with a demonstrated record of success in implementing activities described in this section; and
  5. may include, among other programs and activities—
    1. drug and violence prevention activities and programs that are evidence-based (to the extent the State, in consultation with LEAs in the state, determines that such evidence is reasonably available) including—
      1. programs to educate students against the use of alcohol, tobacco, marijuana, smokeless tobacco products, and electronic cigarettes; and
      2. professional development and training for school and specialized instructional support personnel and interested community members in prevention, education, early identification, intervention mentoring, recovery support services and, where appropriate, rehabilitation referral, as related to drug and violence prevention;
    2. in accordance with ESSA Section 4001 (General Provisions) and Section 4111 (Rule of Construction)—
      1. school-based mental health services, including early identification of mental health symptoms, drug use, and violence, and appropriate referrals to direct individual or group counseling services, which may be provided by school-based mental health services providers; and
      2. school-based mental health services partnership programs that—
        1. are conducted in partnership with a public or private mental health entity or health care entity; and
        2. provide comprehensive school-based mental health services and supports and staff development for school and community personnel working in the school that are—
          1. based on trauma-informed practices that are evidence-based (to the extent the State, in consultation with LEAs in the state, determines that such evidence is reasonably available);
          2. coordinated (where appropriate) with early intervening services provided under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.); and
          3. provided by qualified mental and behavioral health professionals who are certified or licensed by the State involved and practicing within their area of expertise;
    3. programs or activities that—
      1. integrate health and safety practices into school or athletic programs;
      2. support a healthy, active lifestyle, including nutritional education and regular, structured physical education activities and programs, that may address chronic disease management with instruction led by school nurses, nurse practitioners, or other appropriate specialists or professionals to help maintain the well-being of students;
      3. help prevent bullying and harassment;
      4. improve instructional practices for developing relationship-building skills, such as effective communication, and improve safety through the recognition and prevention of coercion, violence, or abuse, including teen and dating violence, stalking, domestic abuse, and sexual violence and harassment;
      5. provide mentoring and school counseling to all students, including children who are at risk of academic failure, dropping out of school, involvement in criminal or delinquent activities, or drug use and abuse;
      6. establish or improve school dropout and reentry programs; or
      7. establish learning environments and enhance students’ effective learning skills that are essential for school readiness and academic success, such as by providing integrated systems of student and family supports;
    4. high-quality training for school personnel, including specialized instructional support personnel, related to—
      1. suicide prevention;
      2. effective and trauma-informed practices in classroom management;
      3. crisis management and conflict resolution techniques;
      4. human trafficking (defined as an act or practice described in paragraph (9) or (10) of section 103 of the Trafficking Victims Protection Act of 2000 (22 U.S.C. 7102));
      5. school-based violence prevention strategies;
      6. drug abuse prevention, including educating children facing substance abuse at home; and
      7. bullying and harassment prevention;
    5. in accordance with ESSA Section 4001 (General Provisions) and Section 4111 (Rule of Construction), child sexual abuse awareness and prevention programs or activities, such as programs or activities designed to provide—
      1. age-appropriate and developmentally-appropriate instruction for students in child sexual abuse awareness and prevention, including how to recognize child sexual abuse and how to safely report child sexual abuse; and
      2. information to parents and guardians of students about child sexual abuse awareness and prevention, including how to recognize child sexual abuse and how to discuss child sexual abuse with a child;
    6. designing and implementing a locally-tailored plan to reduce exclusionary discipline practices in elementary and secondary schools that—
      1. is consistent with best practices;
      2. includes strategies that are evidence-based (to the extent the State, in consultation with LEAs in the state, determines that such evidence is reasonably available); and
      3. is aligned with the long-term goal of prison reduction through opportunities, mentoring, intervention, support, and other education services, referred to as a ‘‘youth PROMISE plan’’; or
    7. implementation of schoolwide positive behavioral interventions and supports, including through coordination with similar activities carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), in order to improve academic outcomes and school conditions for student learning;
    8. designating a site resource coordinator at a school or LEA to provide a variety of services, such as—
      1. establishing partnerships within the community to provide resources and support for schools;
      2. ensuring that all service and community partners are aligned with the academic expectations of a community school in order to improve student success; and
      3. strengthening relationships between schools and communities; or
        1. pay for success initiatives aligned with the purposes of this section.

Effective Use of Technology Activities

Each LEA, or consortium of such agencies, that receives a Title IV, Part A allocation pursuant to ESSA Section 4109 shall use a portion of such funds to improve the use of technology to improve the academic achievement, academic growth, and digital literacy of all students, including by meeting the needs of such agency or consortium that are identified in the needs assessment conducted (if applicable), which may include—

  1. providing educators, school leaders, and administrators with the professional learning tools, devices, content, and resources to—
    1. personalize learning to improve student academic achievement;
    2. discover, adapt, and share relevant high-quality educational resources;
    3. use technology effectively in the classroom, including by administering computer-based assessments and blended learning strategies; and
    4. implement and support school and district-wide approaches for using technology to inform instruction, support teacher collaboration, and personalize learning;
  2. building technological capacity and infrastructure, which may include—
    1. procuring content and ensuring content quality; and
    2. purchasing devices, equipment, and software applications in order to address readiness shortfalls;
  3. developing or using effective or innovative strategies for the delivery of specialized or rigorous academic courses and curricula through the use of technology, including digital learning technologies and assistive technology;
  4. carrying out blended learning projects, which shall include—
    1. planning activities, which may include development of new instructional models (including blended learning technology software and platforms), the purchase of digital instructional resources, initial professional development activities, and one-time information technology purchases, except that such expenditures may not include expenditures related to significant construction or renovation of facilities; or
    2. ongoing professional development for teachers, principals, other school leaders, or other personnel involved in the project that is designed to support the implementation and academic success of the project;
  5. providing professional development in the use of technology (which may be provided through partnerships with outside organizations) to enable teachers and instructional leaders to increase student achievement in the areas of science, technology, engineering, and mathematics, including computer science; and
  6. providing students in rural, remote, and underserved areas with the resources to take advantage of high-quality digital learning experiences, digital resources, and access to online courses taught by effective educators.

An LEA, or consortium of such agencies, shall not use more than 15 percent of funds for purchasing technology infrastructure, which shall include technology infrastructure purchased for the activities pursuant to ESSA Section 4109[a][4][A].

Proportional Share Allocated for Equitable Services

ESSA Section 8501(a)(4), requires that expenditures for educational services and other benefits for eligible nonprofit private school children, their teachers, and other educational personnel serving those children, under Title IV, Part A, be equal to expenditures for the public school program, taking into account the number and educational needs of the children to be served.

The California Department of Education (CDE) determines the preliminary amount a LEA must reserve for Title IV, Part A equitable services to children, their teachers, and other educational personnel in participating nonprofit private schools based on the relative enrollment of nonprofit private and public school students, on the assumption that these numbers also accurately reflect the relative needs of students and teachers in the public and nonprofit private schools. It is permissible for LEAs to use additional factors relating to need, and not base equal expenditures only on the relative enrollments. LEAs electing to use additional factors should do so through consultation with the nonprofit private schools participating in the grant and inform the CDE of upward revisions to amounts, if applicable.

Authorized Use of Title IV, Part A Funds

For additional information regarding the authorized use of Title IV, Part A Funds, please visit the Title IV, Part A Authorized Use of Funds web page.

Carryover Funds

According to the Education Department General Administrative Regulations (EDGAR) pursuant to 34 CFR 76.709[b], it is the expectation that Title IV, Part A, SSAE allocations be obligated and expended during the year in which received.

Title IV, Part A Closeout

For additional information regarding Title IV, Part A Closeout, please visit the Title IV, Part A Closeout web page.

Title IV, Part A LEA Allocations

Title IV, Part A LEA Allocations in accordance with fiscal year.

Resources

Non-Regulatory Guidance Student Support and Academic Enrichment Grants External link opens in new window or tab. (PDF)

Every Student Succeeds Act (ESSA) External link opens in new window or tab.

Education Department General Administrative Regulations (EDGAR) Guidance External link opens in new window or tab.

Questions:   Federal Programs and Reporting Office | TitleIV@cde.ca.gov
Last Reviewed: Monday, December 16, 2019
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