What is ESSA?
The Every Student Succeeds Act (ESSA) became law in 2015, replacing the No Child Left Behind Act (NCLB) from 2001, and was known initially as the Elementary and Secondary Education Act (ESEA), passed in 1965. Newly authorized under subpart 1 of Title IV, Part A in ESSA is the Student Support and Academic Enrichment (SSAE) program, which is intended to improve students’ academic achievement by increasing the capacity of State educational agencies (SEAs), local educational agencies (LEAs), and local communities to provide all students with funding to create and/or expand educational opportunities, programming, activities, and training to improve students’ academic achievement in 3 content areas:
- Access to, and opportunities for, a well-rounded education for all students (LEAs must appropriate at least 20% of funds)
- School conditions for student learning to create a safe & healthy school environment (LEAs music appropriate at least 20% of funds)
- Access to personalized learning experiences supported by technology and professional development for the effective us of data and technology
Title IV, Part A funds have the potential to have a major impact for fine arts and music education because of the broad access for them to be used in those fields based in this statute, SEC. 4107.1B:
(B) 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
Who is eligible?
Every LEA (local education agency, ie. public school district) has access to minimum $10,000 funding. Allocated funds may vary based on size and needs of each LEA and is calculated from a formula based on federal guidelines.
Private, charter, and non-profit schools can also have access under the affiliated LEA and must be in consultation with the LEA, which must be documented annually as part of the process.
What can Title IV, Part A funds be used for?
Funds must be used to Supplement, not Supplant, and are meant to provide access to needs not covered under the current LEA budget; they can not be used for existing, or currently funded programs. These funds can be used to create a new or additional resource, to initiate a new program, or to expand on a growing program. If a program existed years ago and was cut, funds can be used to re-establish that program.
Examples how funds can be used:
- to expand a current program because of increased student numbers
- for the creation of a new program (such as adding a ukulele course, World Music Drumming curriculum, etc.)
- for extra needs to ensure safety and health of students (including mental, classroom conditions, COVID-related PPE, etc.
- for salary of additional teacher salary for an expanded or newly created program (though not guaranteed for following year, must re-apply in to retain)
- for professional development opportunities for educators
- to enhance learning experiences supported by technology and the professional development to use it
NAfME’s Title IV-Part A Success Stories page list a wide variety of specific ways these funds have been utilized during the 2018-2019 year: https://nafme.org/title-iv-a-success-stories/
How do you apply for Title IV, Part A funding?
Title IV, Part A is part of the Federal program, which distributes Title funds to the SEAs (State Educational Agency) with fundamental attributes and guidelines of the ESSA act. Each SEA (state education agency) acts as a broker for Federal funds and distributes them to LEAs (local education agencies). Details on accessing, allocation of funds, when to apply, etc. can vary by state. Control on disbursement and assessment of use for these funds is given to the SEA (State education agency) and LEA (local education agency) must complete an assessment to distribute according to the prioritized need.
Because funding is issued to the LEA and not directly to individual schools, planning and assessment through the LEA is a required part of this process. Assessment requires a plan and collaborative effort with the district administration and may include numerous stakeholders, including teachers, community, etc.
An assigned director for the LEA (school district) manages the funding and applications, usually a Federal Programs manager, Title Funds Director, or similar position from the Business/Finance Office. This is the person who usually submits the application to the SEA (state).
Keep in mind that each LEA applies for a wide range of federal funds and Title funds are only part of their duties, with Title IV, Part A being the most recent and component that can be filed under the same application. Many submit spring/summer for following year, so plan on applying prior to school year for intended use of funds (usually Jan 1-Jun 30 but can vary by state). Funds can carry over to be used up to 24 months from the time they are issued, but must be procured for a designated use within that year.
More on NAfME Toolkits & Resources: http://nafme.org/advocacy/ESSA/
What can the educators do to access these funds?
Title funds are issued from the Federal government and distributed to the state (SEA), who acts as the broker for the funds and access. Local Education Agencies (LEAs) apply and manage that funding. They most likely do not work directly with teachers or notify them of these opportunities.
Therefore, it is important for teachers to identify the LEA and Title funds Manager/Director and plan for a collaborative effort.
– Administrators will know if funds have already been spent or applied for. Depending on the state, the educator or the LEA administrator can make the application, but it’s up to the LEA administration to appropriate, review, and manage the grant process. Many LEAs process using a secure online system and require direct access to submit.
– Funding can be blended with other state resources to create an overall larger fund
– Adjoining LEAs may form a consortium and combine their funds for a joint activity or purpose. A single application would be submitted in this case.
Ask questions: how much is allocated for this program, how much is left, how do we spend. Also, ask “How can I be part of this process?” and “How can I help?”
Teachers can provide info and assessment for the program to LEA director so they can collaborate in the assessment and application process. The more stakeholders involved in this process, such as community members, booster group, company, etc. – that will help show the assessment has been thought through and a need has been substantiated. The planning process and collaborative effort is paramount for this funding and the more voices involved reinforces the validity.
How is an application for Title IV, Part A funding processed?
The LEA or consortium is required to complete a Needs Assessment to qualify and gather all info needed to submit a grant application. (This process is required of all Title funding and is part of the regular cycle.) For Title IV, Part A funding, determine areas where access may be lacking for students and how the need would qualify under these 3 key areas:
A. Access to, and opportunities for, a well-rounded education for all students (at least 20%)
B. School conditions for student learning in order to create a healthy and safe school environment (at least 20%)
C. Access to personalized learning experiences supported by technology and professional development for the effective use of data and technology
An Assessment is required to prioritize the use of these funds.
Per https://safesupportivelearning.ed.gov/title-iv-part-lea-needs-assessment-tool
There are five steps involved in conducting a needs assessment. Below are basic instructions for using the Title IV, Part A Needs Assessment Tool, step by step:
- Get Ready: Review the Tool, plan your needs assessment process, and select indicators.
- Enter Your Data: Identify schools, enter LEA data, and enter benchmarks and school data.
- Identify Needs: Review School differences and how identified schools compare to the LEA as a whole and benchmarks if entered.
- Analyze Needs: For each priority content area, reflect on a variety of data, reflect on strengths and gaps, and identify priorities and action steps.
- Address Prioritized Needs: For each priority content area, think about what can be done to meet the identified needs — considering readiness, fit, and an appropriate implementation plan — and ultimately included in an LEA’s application for Title IV, Part A funds.
See detailed tool spreadsheet: Title IV-A LEA Needs Assessment Tool 06.18.2019 here: https://safesupportivelearning.ed.gov/title-iv-part-lea-needs-assessment-tool
Evaluate if the district has its own assessment and where this may fit in. Refer to NAfME’s Standards as the national norm. https://nafme.org/my-classroom/standards/
However, some states, such as Iowa, do not require National Standards.
Implementing the new fine arts standards by creating districts’ own standards, engaging in professional development, and purchasing materials to aid in implementation are ways that Title IV, Part A funds can be used. As the National Standards are recommended and not required in each state, they could be used as a guideline and referenced to strengthen fine arts offerings.
For more information
Everything ESSA from NAfME: https://nafme.org/advocacy/essa/
NAfME’s ESSA funding source by state: https://nafme.org/state-information-center/
Key Terms and Definitions:
Title Funds – Federal funding for specific use in education as established by ESEA in 4 main formula grant programs:
- Title I, Part A (for Improving Basic Programs)
- Title II, Part A (for Supporting Effective Instruction)
- Title III, Part A (for English Language Acquisition & Language Enhancement)
- Title IV, Part A (for Student Support and Academic Enrichment) – appropriates funds applicable for use in music and fine arts
LEA – Local Education Agency, ie. school district or charter school
SEA – State Education Agency, ie. state government
The origin of this funding started with the Elementary and Secondary Education Act of 1965 and evolved into the current ESSA program. As a result, these terms are often used interchangeably. Here is how the act has progress
ESSA Every Student Succeeds Act (2015, current version), replaced the No Child Left Behind Act (NCLB)
NCLB No Child Left Behind Act (2001), replaced Elementary and Secondary Education Act (ESEA)
ESEA Elementary and Secondary Education Act (1965)
CONTACT:
Jane Triplett
Arts Advocate
641-680-6842
jtriplett@westmusic.com
Robin Walenta
President & C.E.O., West Music
rwalenta@westmusic.com
Angela Matsuoka
Fine Arts Consultant, Iowa Department of Education angela.matsuoka@iowa.gov