Non-Regulatory Guidance 

Student Support and Academic

Enrichment Grants 

Under the Congressional Review Act, Congress has passed, and the President has signed, a 

resolution of disapproval of the accountability and State plans final regulations that were published 

on November 29, 2016 (81 FR 86076). This guidance document is unaffected by that resolution and 

remains applicable.
2 

The U.S. Department of Education does not mandate or prescribe practices, models, or other 

activities in this non-regulatory guidance document. This guidance contains examples of, 

adaptations of, and links to resources created and maintained by other public and private 

organizations. This information, informed by research and gathered in part from practitioners, is

provided for the reader’s convenience and is included here to offer examples of the many 

resources that educators, parents, advocates, administrators, and other concerned parties may

find helpful and use at their discretion. The U.S. Department of Education does not control or 

guarantee the accuracy, relevance, timeliness, or completeness of this outside information. 

Further, the inclusion of links to items and examples do not reflect their importance, nor are they

intended to represent or be an endorsement by the U.S. Department of Education of any views

expressed, or materials provided.

U.S. Department of Education

John King

Secretary

Office of Elementary and Secondary Education

Ann Whalen 

Delegated the authority to perform the functions and duties of Assistant Secretary for Elementary and Secondary 

Education 

October 2016 

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to

reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of

Elementary and Secondary Education, Non-Regulatory Guidance: Student Support and Academic Achievement

Grants, Washington, D.C., 2016.

This report is available at http://www2.ed.gov/policy/elsec/leg/essa/index.html. 

Availability of Alternate Formats 

On request, this publication is available in alternate formats, such as Braille, large print or computer diskette. For

more information, contact the Department’s Alternate Format Center at 202-260-0852 or by contacting the 504

coordinator via email at OM_eeos@ed.gov.

Notice to Limited English Proficient Persons

If you have difficulty understanding English you may request language assistance services free of charge for

Department information that is available to the public. If you need more information about these interpretation or

translation services, please call 1-800-USA-LEARN (1-800-872-5327), TTY: 1-800-437-0833), or e-mail us at

ed.language.assistance@ed.gov. 

Or write to

U.S. Department of Education Information

Resource Center 

LBJ Education Building

400 Maryland Ave. SW

Washington, DC 20202 
3

CONTENTS

Purpose of the Guidance......................................................................................4

INTRODUCTION ......................................................................................................................4

 Table 1. Overview of Examples of Allowable SSAE Uses of Funds.................................6

Leveraging Federal, State and Local Resources .......................................................................7

Supplement not Supplant Requirement ....................................................................................8

Federal Civil Rights.................................................................................................................8

ROLE OF THE STATE EDUCATIONAL AGENCY.................................................................8

LOCAL APPLICATION REQUIREMENTS............................................................................11

LEA or Consortium of LEAs Assurances...............................................................................12

IMPLEMENTING EFFECTIVE SSAE PROGRAM ACTIVITES............................................15

Identifying Local Needs.........................................................................................................15

Select Relevant, Evidence-Based Activities...........................................................................16

Plan for Implementation ........................................................................................................17

Implement Activities .............................................................................................................17

Examine and Reflect..............................................................................................................17

ALLOWABLE ACTIVITIES ...................................................................................................18

Activities to Support Well-Rounded Educational Opportunities.............................................19

Activities to Support Safe and Healthy Students....................................................................24

Activities to Support the Effective Use of Technology...........................................................31

CONCLUSION ........................................................................................................................37

APPENDIX : Resources and Tools by Subject Area..................................................................39
4

Purpose of the Guidance

The U.S. Department of Education has determined that this guidance is significant guidance

under the Office of Management and Budget’s, Final Bulletin for Agency Good Guidance

Practices, 72 Fed. Reg. 3432 (Jan. 25, 2007). See

www.whitehouse.gov/sites/default/files/omb/memoranda/fy2007/m07-07.pdf. Significant

guidance is non-binding and does not create or impose new legal requirements. The U. S.

Department of Education is issuing this guidance to provide State and local educational

agencies with information to assist them in meeting their obligations under the Elementary and

Secondary Education Act.

If you are interested in commenting on this guidance, please email us your comment at

OESEGuidanceDocument@ed.gov or write to us at the following address:

U.S. Department of Education

Office of Elementary and Secondary Education

400 Maryland Avenue, S.W.

Washington, D.C. 20202

For further information about the Department’s guidance processes, please visit

www2.ed.gov/policy/gen/guid/significant-guidance.html

INTRODUCTION

President Obama signed the Every Student Succeeds Act (ESSA) into law in December 2015,

which reauthorized the Elementary and Secondary Education Act of 1965 (ESEA). ESSA reflects

the civil rights tradition of ESEA, which reflects our nation’s longstanding commitment to equity

of opportunity for all students. 1 The new law has a clear goal of ensuring our education system

prepares every child to graduate from high school ready to thrive in college and careers. The

ESEA includes a number of provisions that promote equitable access to educational opportunity,

including holding all students to high academic standards, ensuring meaningful action is taken to

improve the lowest-performing schools and schools with underperforming student groups, and

providing more children with access to high-quality preschool. As we work to improve

education outcomes for students the ultimate goal is to provide all students—regardless of zip

code, race, ethnicity, religion, family income, sex (including gender identity), sexual orientation,

disability, language status, gender, or migrant status—with a high-quality education.

Newly authorized under subpart 1 of Title IV, Part A of the ESEA, the Student Support and

Academic Enrichment (SSAE) program is intended to help meet these goals by increasing the

capacity of State educational agencies (SEAs), local educational agencies (LEAs), schools, and

local communities to: 1) provide all students with access to a well-rounded education,2 2)

 

1 Throughout this document, unless otherwise indicated, citations to the ESEA refer to the ESEA, as amended by the ESSA. 2 “Well-rounded education” is defined in ESEA section 8101(52). The text of the ESEA, as amended by ESSA, is available at:

http://legcounsel.house.gov/Comps/Elementary%20And%20Secondary%20Education%20Act%20Of%201965.pdf.
5

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. (ESEA section 4101).

In this guidance document, the U.S. Department of Education (Department) provides key

information on the provisions of the new SSAE program including a discussion of the allowable

uses of funds, role of the SEA, fiscal responsibilities, and the local application requirements. In

addition, the guidance provides examples of several innovative activities that demonstrate some

of the SSAE program allowable uses of funds. It is important to note that SSAE funds may not

be sufficient to independently fund many of these innovative activities. This guidance discusses

leveraging other state and local resources in combination with the SSAE grant funds to achieve

the goals of SSAE programs and activities. Finally, the Appendix provides resources, tools, and

additional innovative strategies to support effective implementation of the SSAE program to

improve outcomes for all students. 

The SSAE program provides SEAs, LEAs, and schools the flexibility to tailor investments based

on the needs of their unique student populations. Where possible, the Department encourages

coordination and integration of the SSAE program with activities authorized under other sections

of the law, as well as other federal programs to improve outcomes for students. The Department

notes that ensuring all students have access to a holistic well-rounded education is central to the

shared work across programs in ESSA.

3 LEAs or a consortium of LEAs may apply for SSAE

program funds4 and must prioritize the distribution of funds to schools based on one or more of

several factors, including schools that are (i) are among those with the greatest needs, as

determined by the LEA, (ii) have the highest numbers of students from low-income families, (iii)

are identified for comprehensive support and improvement under Title I, Part A of the ESEA; (iv)

are implementing targeted support and improvement plans under Title I, Part A of the ESEA; or

(v) are identified as a persistently dangerous public school under section 8532 of the ESEA. 

(ESEA section 4106(e)(2)). This provision is discussed further in the local application

requirements section of this document.

Table 1 provides an overview of activities LEAs may consider as they prepare for

implementation of the SSAE program. Allowable uses of funds under each of the three content

areas may include, but are not limited to: direct services for students, professional development

for teachers and administrators, salaries of personnel to carry out identified programs and

services, and supplemental educational resources and equipment.

 

3 See Dear Colleague Letter on Using Federal funds to Support Humanities and Dear Colleague Letter: Federal Funding for Technology. 4 Throughout this document, when the term “LEA” is used, it includes a singular LEA or a consortium of LEAs, as SSAE subgrants may be made

to LEAs or consortia of LEAs. (ESEA section 4105(a)(3)).
6

Table 1. Overview of Examples of Allowable SSAE Uses of Funds* 

Overview of Allowable SSAE Program Activities

Well-Rounded Educational

Opportunities

(ESEA section 4107)

Safe and Healthy Students

(ESEA section 4108)

Effective Use of Technology

(ESEA section 4109)

• Improving access to foreign

language instruction, arts, and

music education

• Supporting college and career

counseling, including

providing information on

opportunities for financial aid

through the early FAFSA

• Providing programming to

improve instruction and

student engagement in science,

technology, engineering and

mathematics (STEM),

including computer science,

and increasing access to these

subjects for underrepresented 

groups

• Promoting access to

accelerated learning

opportunities including

Advanced Placement (AP) and

International Baccalaureate

(IB) programs, dual or

concurrent5 enrollment

programs and early college

high schools

6

• Strengthening instruction in

American history, civics,

economics, geography, 

government education, and

environmental education

• Promoting community and parent

involvement in schools

• Providing school-based mental

health services and counseling

• Promoting supportive school

climates to reduce the use of

exclusionary discipline and

promoting supportive school

discipline

• Establishing or improving 

dropout prevention

• Supporting re-entry programs and

transition services for justiceinvolved youth

• Implementing programs that

support a healthy, active lifestyle

(nutritional and physical

education)

• Implementing systems and

practices to prevent bullying and

harassment

• Developing relationship building

skills to help improve safety

through the recognition and

prevention of coercion, violence,

or abuse

• Establishing community

partnerships

• Supporting high-quality

professional development for

educators, school leaders, and

administrators to personalize

learning and improve

academic achievement

• Building technological

capacity and infrastructure

• Carrying out innovative

blended learning projects

• Providing students in rural,

remote, and underserved

areas with the resources to

benefit from high-quality

digital learning opportunities

• Delivering specialized or

rigorous academic courses

and curricula using

technology, including digital

learning technologies and

assistive technology

*Note: This table provides examples of allowable activities and is not an exhaustive list. Please consult the statute for more information. The

text of the ESEA, as amended by ESSA, is available at:

http://legcounsel.house.gov/Comps/Elementary%20And%20Secondary%20Education%20Act%20Of%201965.pdf.

An LEA that receives at least $30,000 in SSAE program funds must conduct a comprehensive

needs assessment that includes, at a minimum, a focus on the three content areas identified in

Table 1. (ESEA section 4106(d)). Additional recommendations about conducting a needs

 

5 “Dual or concurrent enrollment programs” are defined in section 8101(15) of the ESEA. The text of the ESEA, as amended by ESSA, is available

at: http://legcounsel.house.gov/Comps/Elementary%20And%20Secondary%20Education%20Act%20Of%201965.pdf. 6

“Early college high school” is defined in section 8101(17) of the ESEA. The text of the ESEA, as amended by ESSA, is available at:

http://legcounsel.house.gov/Comps/Elementary%20And%20Secondary%20Education%20Act%20Of%201965.pdf.
7

assessment are located in the “Implementing Effective SSAE Program Activities” section of this

document. Based on the results of that assessment, the LEA must use:

• At least 20 percent of funds for activities to support well-rounded educational

opportunities (ESEA section 4107);

• At least 20 percent of funds for activities to support safe and healthy students (ESEA

section 4108); and

• A portion of funds for activities to support effective use of technology (ESEA section

4109).

Within each of these areas, LEAs have broad flexibility to use the SSAE program funds for a

variety of activities to improve student outcomes and address the opportunity gaps identified

through the needs assessment.

Leveraging Federal, State and Local Resources

In order to maximize the use of the SSAE program resources, SEAs, LEAs, and schools may

partner with organizations such as nonprofits, institutions of higher education (IHEs), museums,

and community organizations to offer programs and services to students. In addition, State and

local leaders should consider how other Federal, State and local funds may be leveraged to

support a holistic approach to well-rounded education. Under the law, SEAs must review

existing resources and programs across the State and coordinate any new plans and resources

under the SSAE program with existing resources and programs. (ESEA section

4103(c)(2)(C)(i)).

At the local level, schools may use other ESEA program funds to coordinate and strengthen

complimentary services. For example, Title IV, Part B funding for 21st Century Community

Learning Centers also provide opportunities for academic enrichment through an array of

programs and activities such as nutrition and health education, drug and violence prevention, and

arts education. The SSAE grant can also be used in conjunction with other titles within ESEA to

support specific interventions, activities, or services. For example, Title I, Part A (Title I) of the

ESEA may be used to promote supportive school climates to reduce the use of exclusionary

discipline practices in a Title I schoolwide program. Likewise, LEAs may use Title II funds to

provide training for school personnel to address issues related to school conditions for student

learning, such as safety, peer interaction, drug and alcohol abuse, and chronic absenteeism. Rural

LEAs that receive funding under either the Small, Rural School Achievement Program (SRSA)

or the Rural and Low-Income School Program (RLIS) under Title V, Part B, may use those funds

for activities allowed under the SSAE program funds, among other things. Additionally, LEAs

may consider leveraging other federal resources such as AmeriCorps funds, if applicable, by

partnering with grantees that provide similar programs or services in low-income schools and

communities.7

 

7 For a listing of individual AmeriCorps grantees in each State, please see: www.NationalService.gov/State-Service-Locations
8

LEAs may also consider applying for funds in consortium to implement programs across

districts. Working together, LEAs may be able to more efficiently deliver services through

economies of scale that enable them to serve more students at lower cost and reduce

administrative overhead.

Supplement not Supplant Requirement

In considering how to use SSAE program funds, SEAs and LEAs should be mindful that SSAE

program funds may be used only to supplement, and not supplant, non-Federal funds that would

otherwise be available for activities authorized under the SSAE program. (ESEA section 4110). 

This means that, in general, SEAs and LEAs may not use SSAE program funds for the cost of

activities in the three SSAE program content areas – well-rounded education, safe and healthy

students, and technology – if the cost of those activities would have otherwise been paid with

State or local funds in the absence of the SSAE program funds.8

 

Federal Civil Rights

The SSAE grant recipients must comply with Federal civil rights laws that prohibit

discrimination based on race, color, national origin, sex, disability, and age. These laws include

Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Title II of

the Americans with Disabilities Act, the Equal Educational Opportunities Act, Section 504 of the

Rehabilitation Act of 1973, and the Age Discrimination Act of 1975. Further, Section 427 of the

General Education Provisions Act (20 U.S.C. §1228a(a)) require the SSAE grant recipients to

include in its application for the SSAE program funds, a description of the steps the applicant

proposes to take to ensure equitable access to, and participation in, its Federally-assisted program

for students, teachers, and other program beneficiaries with special needs. This provision allows

applicants discretion in developing the required description. The statute highlights six types of

barriers that can impede equitable access or participation: gender, race, national origin, color,

disability, or age. Based on local circumstances, the SSAE grant recipient(s) should determine

whether these or other barriers may prevent their students, teachers, etc. from such access or

participation in, the Federally-funded project or activity. Recipients should be aware that failure

to meet their civil rights obligations, or respond to the Section 427 requirement, may be

considered violations of grant conditions as well as violations of the civil rights laws and

therefore, they may be subject to civil rights and programmatic enforcement mechanisms if there

is a possibility of a violation of these requirements. This may include adding special conditions

on a grant, designating a grantee as having high risk status, and/or possibly withholding funds

(subject to a hearing requirement).

ROLE OF THE STATE EDUCATIONAL AGENCY

The SEA plays an important role in ensuring equitable access to an excellent education. In

general, the Department allocates the SSAE program funds to States by formula based on each

State’s share of funds under Title I, Part A of the ESEA. (ESEA section 4103(b)). To receive its

 

8 For additional information on the SSAE program supplement not supplant provision, please see Key Question 1 in Role of the SEA and Key

Question 4 in the Local Application Requirements sections of this guidance.
9

allocation, an SEA must submit a plan to the Secretary of Education that, if submitted

individually for the SSAE program,

9 must include the in ESEA sections 4103(c)(2)(A)-(C).

An SEA must reserve at least 95 percent of its SSAE program allocation for subgrants to LEAs

and not more than one percent of its SSAE program allocation for administrative costs, including

public reporting on how LEAs are using the funds and the degree to which LEAs have made

progress towards meeting identified objectives and outcomes. (ESEA section 4104(a)(1) and

(2)). SEAs award SSAE subgrants to LEAs by formula10 in the same proportion as to the LEAs’

prior year’s Title I, Part A allocations. (ESEA section 4105(a)(1)). An SEA may use any

remaining funds to support LEA activities and programs designed to meet the purposes of the

program, which may include monitoring and providing technical assistance to LEAs; identifying

and eliminating State barriers to the coordination and integration of programs, initiatives, and

funding streams that meet the purposes of the program; and otherwise supporting LEAs in

carrying out activities in the three SSAE program content areas. (ESEA section 4104(a)(3)). 

SEAs are also responsible for developing the application that LEAs must submit to receive their

funds from the State. At a minimum, the application must contain the elements described in the

“Local Application Requirements” section of this guidance, and may include such other

information as the SEA may reasonably require. (ESEA section 4106(a)(1)). An SEA may wish

to consider how the local application for funding may promote strategies to maximize the impact

of the SSAE program funds and advance the State’s goals related to implementation of the

ESEA. For example, an SEA may consider:

• Needs assessment criteria and protocol – SEAs may include specific needs assessment

criteria for LEAs to address, consistent with the statutory requirements in section 4106(d)

of the ESEA.

• Matching funds – SEAs may identify particular activities for which a State would provide

matching funds to LEAs. For example, an SEA may publish a list of activities for which,

if implemented by LEAs with SSAE program funds, the State would contribute matching

funds to help enhance or scale-up the activity.

 

• Encouraging consortia – States may wish to encourage LEAs to apply for funding as a

consortium as authorized in ESEA section 4105(a)(3). Combining SSAE program funds

may result in economies of scale so that smaller LEAs may benefit more than if they had

received their individual allocation. LEAs in a consortium may also benefit from

 

9 Under section 8302 of the ESEA, a State has the option to submit to the Secretary a consolidated State plan covering multiple ESEA programs

including the SSAE program. On May 31, 2016, the Department published a Notice of Proposed Rulemaking (NPRM) in the Federal Register

that proposed specific requirements for the submission of State plans under ESEA programs, including optional consolidated State plans. Please

note that these regulatory provisions are what the Department has proposed. They may change based on the Department’s review of comments

received during the public comment period, which closed on August 1, 2016. 10 The specific formula in Section 4105(a)(1) provides: “The State shall allocate to each local educational agency in the State that has an

application approved by the State educational agency under section 4106 an amount that bears the same relationship to the total amount of such

reservation as the amount the local educational agency received under subpart 2 of part A of Title I for the preceding fiscal year bears to the total

amount received by all local educational agencies in the State under such subpart for the preceding fiscal year.”
10

communities of practice and glean lessons from other LEAs implementing similar

activities. 

Key Questions

1) How should an SEA determine if an activity included in a local application is an allowable

use of funds under the SSAE program?

Generally, an SEA should first consider whether a proposed activity is consistent with the

purposes of the three content areas in the SSAE program (well-rounded education in section

4107, safe and healthy students in section 4108, or the effective use of technology in section

4109). Assuming that the activity is consistent with the purposes of one of the three content

areas, as applicable, the SEA should make further determinations as to allowability of costs

in accordance with the cost principles in the Uniform Administrative Requirements, Cost

Principles, and Audit Requirements for Federal Awards (Uniform Guidance) at 2 CFR Part

200, Subpart E. Specifically, the cost of an activity is allowable under the SSAE program, is

reasonable and necessary for performance of the grant (i.e., it is of a type generally

recognized as ordinary and necessary for operation of the grant) and allocable to the grant

(i.e., it is chargeable to the grant award in proportion to the benefits received by the grant

award as a result of the cost). Also, because section 4110 prohibits supplanting, the SEA

should consider whether the proposed use of funds for the activity is supplemental and would

not supplant other State or local funds that would otherwise be used for the activity in the

absence of the SSAE program funds.

2) What is the SEA required to do if the amount of SSAE program funds reserved for LEA

allocations is insufficient to make allocations to LEAs equal to the minimum amount of

$10,000?

If the SEA does not have sufficient funds to make allocations to any of its LEAs in an amount

equal to the minimum of $10,000, it must ratably reduce the LEA allocations, as required by

section 4105(b) of the ESEA. This means that the SEA must reduce all LEA allocations

proportionately to fit the funds that the SEA has available for LEA allocations. Ratable

reduction ensures that all of the LEAs will receive allocations of some amount.
11

LOCAL APPLICATION REQUIREMENTS

LEAs are required to submit an application to the SEA to receive their SSAE program allocation. 

An LEA may, if it chooses, apply for funds in consortium with one or more surrounding LEAs. 

(ESEA section 4106(b)). During the design and development of its application, an LEA or

consortium of LEAs must engage in consultation with stakeholders in the area served by the

LEA. (ESEA section 4106(c)(1)). Such stakeholders must include, but are not limited to, the

following:

• Parents

• Teachers

• Principals

• Students

• School leaders

• Charter school teachers,

principals, and other school

leaders, when applicable

• Specialized instructional

support personnel

• Indian tribes or tribal

organizations, when applicable

• Local government

representatives

• Others with relevant and

demonstrated expertise

• Community-based

organizations

An LEA or consortium of LEAs must continue to consult with the stakeholders identified above

to improve the activities it conducts and coordinate implementation with other related activities

conducted in the community. (ESEA section 4106(c)(2)). The Department recently released a

Dear Colleague Letter on Stakeholder Engagement highlighting the importance and value of

stakeholder engagement. The letter provides tips for removing barriers and resources that may

help with the development of a meaningful stakeholder engagement plan. 

Note: LEAs must also consult with private school officials to identify the needs of eligible

private school students and teachers consistent with the requirements in section 8501 of the

ESEA. This process is different from the consultation related to the development of an LEA

application described above.

ESEA section 4106(d) requires that an LEA receiving an SSAE program allocation of at least

$30,000 must conduct a comprehensive needs assessment prior to receiving its allocation,

11 and

subsequent needs assessments at least once every three years, to examine its needs for

improvement of:

• Access to, and opportunities for, a well-rounded education for all students;

• School conditions for student learning to create a healthy and safe school environment;

and

• Access to personalized learning experiences supported by technology and professional

development for the effective use of data and technology. 

 

11 An individual LEA receiving an allocation that is less than $30,000 is not required to conduct a comprehensive needs assessment. (ESEA

section 4106(d)(2)).).)
12

The LEA’s application must describe the SSAE programs and activities the LEA proposes to

implement, which must include as applicable, descriptions of any partnership with an IHE,

business, nonprofit organization, community-based organization, or other public or private entity

with a demonstrated record of success in implementing allowable activities under the SSAE

program. The LEA must also describe, as applicable, how funds will be used for activities in the

three content areas – well-rounded educational opportunities, safe and healthy students, and

effective use of technology. Furthermore, the LEA’s application must also include program

objectives and intended outcomes and describe how the LEA or its partners will periodically

evaluate the effectiveness of its SSAE program activities based on those objectives and

outcomes. (ESEA section 4106(e)(1)). In addition, the LEA’s application should describe any

proposed uses of funds for the direct administrative costs of carrying out the LEA’s program

responsibilities, consistent with the LEA’s authority to reserve up to two percent of its allocation

for such costs as authorized under ESEA section 4105(c).

LEA or Consortium of LEAs Assurances

In accordance with ESEA section 4106(e) (2) and (f), an LEA or consortium of LEAs must

assure in its application that it will:

• Prioritize the distribution of funds to schools served by the LEA based on one or more of

the following criteria—

• Are among the schools with the greatest needs;

• Have the highest percentages or numbers of children counted under section 1124(c)

(i.e., children counted for purposes of basic grants to LEAs under Title I, Part A of the

ESEA);

• Are identified for comprehensive support and improvement under section

1111(c)(4)(D)(i) (i.e., are among the lowest-achieving schools);

• Are implementing targeted support and improvement plans as described in section

1111(d)(2) (i.e., have consistently underperforming student subgroups); or

• Are identified as a persistently dangerous public elementary school or secondary

school under section 8532. (ESEA section 4106(e)(2)(A)).

• For an LEA or consortium that receives $30,000 or more, use—

• Not less than 20 percent of funds to support one or more of the activities authorized

under section 4107 pertaining to well-rounded educational opportunities;

• Not less than 20 percent of funds to support one or more activities authorized under

section 4108 pertaining to safe and healthy students; and

• A portion of funds to support one or more activities authorized under section 4109(a)

pertaining to the effective use of technology, including an assurance that it will not

use more than 15 percent of the remaining portion for purchasing technology

infrastructure as described in section 4109(b).12

 

12 An LEA that receives less than $30,000 is required to provide only one of these assurances. (ESEA section 4106(f)).
13

(ESEA section 4106(e)(2)(C)-(E)).

• Comply with section 8501-8504, regarding equitable participation of private school

children and teachers. (ESEA section 4106(e)(2)(B)).

13

• Complete an annual State report regarding how funds for the SSAE program are being

used. (ESEA section 4106(e)(2)(F)).

Key Questions

1) May an LEA use a single activity to address more than one of the application assurances

regarding use of funds in the three SSAE program content areas (i.e., well-rounded

education, safe and healthy students, effective uses of technology) ?

There may be certain activities an LEA wishes to fund that could fit into more than one of

the SSAE program content areas and could be used to address the application assurances

regarding use of funds in each area. For example, a student trauma recovery program

that utilizes student performance art could be categorized in either the safe and healthy

students content area (ESEA section 4108) or the well-rounded education content area

(ESEA section 4107) and could be used to satisfy expenditures requirements in both

areas. In such cases, the LEA should explain in its application to the SEA how the activity

fits in more than one content area. The SEA will ultimately approve or disapprove the

activity through its application approval process consistent with relevant statutory

application requirements. 

2) What other stakeholders should an LEA consider consulting with as it develops its

application?

In addition to the list provided above in the “Local Application Requirements” section,

an LEA should consider involving members from the business community, health

providers, police, social workers, librarians, technology experts, service providers, faithbased community leaders, and other key stakeholders, as appropriate. Under ESEA

sections 4107(a)(2) (well-rounded education) and 4108(4) (safe and healthy students),

LEAs are explicitly authorized to use a portion of funds in these areas to develop and

implement programs and activities that may be conducted in partnership with an IHE,

business, nonprofit organization, community-based organization, or other public or

private entity with a demonstrated record of success in implementing these activities. In

 

13 Under sections 8501- 8504 of the ESEA, LEAs and SEAs receiving funds under Title IV, Part A must provide for the equitable participation of

private school students, teachers and other educational personnel in private schools located in areas these agencies serve in Title IV, Part Afunded activities, including by engaging in timely and meaningful consultation with private school officials during the design and development of

their Title IV, Part A programs. New or changed requirements that affect the equitable participation of private school students, teachers and other

educational personnel under the ESEA will be addressed in forthcoming guidance. Except as otherwise provided in that guidance, the existing

non-regulatory Title IX, Part E Uniform Provisions, Subpart 1 – Private Schools (Revised March 2009) will remain applicable.
14

addition, LEAs may find it particularly helpful to include such partners in the needs

assessment process.

3) If LEAs apply for funds as a consortium, how is the consortium’s funding determined?

Section 4105(a)(1) requires that the State make allocations to its LEAs based on each

LEA’s share of funds under Title I, Part A of the ESEA, and section 4105(a)(3) provides

that LEAs may form consortia and combine the allocation that each LEA in the

consortium receives to jointly carry out allowable activities. Accordingly, the funding for

a consortium is the sum of the allocations of its member LEAs.

4) Is an individual LEA that receives an allocation of less than $30,000 of SSAE program

funds required to use a certain percentage of funds for each of the three content areas?

No. Section 4106(f) allows an individual LEA receiving an allocation of less than

$30,000 to use funds for only one (or more) of the three content areas in the SSAE

program. Such LEAs must provide an assurance that they will either use not less than 20

percent of SSAE funds for well-rounded education, use not less than 20 percent of SSAE

funds for safe and healthy students, or use a portion of SSAE funds to support the

effective use of technology consistent with 4106(f).

5) What does supplement not supplant mean in the context of the SSAE program?

Section 4110 requires that SSAE program funds be used to supplement, and not supplant,

non-Federal funds that would otherwise be used for activities authorized under the SSAE

program. This means that an SEA or LEA may not use SSAE program funds to carry out

activities that would otherwise be paid for with State or local funds. In determining

whether a particular use of funds would violate the non-supplanting requirement, SEAs

and LEAs should consider matters such as whether the cost involved is currently paid for

using State or local funds or whether the cost involved is for an activity that is required

by State or local law. In no event may an SEA or LEA decrease the amount of State or

local funds used to pay the cost of an activity simply because of the availability of the

SSAE program funds. There is a presumption of supplanting if Federal funds are used for

State-required costs or costs previously covered with non-Federal funds. The

presumption may be overcome if the SEA or LEA is able to demonstrate through written

documentation (e.g., State or local legislative action, budget information, or other

materials) that it does not have the funds necessary to implement the activity and that the

activity would not be carried out in the absence of the SSAE program funds.

6) Must an LEA distribute SSAE program funds to each of its schools?

No. An LEA is not required to distribute SSAE program funds to each of its schools. 

Consistent with ESEA section 4106(e)(2)(A), an LEA must prioritize the distribution of

funds to schools as described in the LEA or Consortium Assurances section of this

document and must implement the SSAE program consistent with all relevant statutory
15

requirements. In prioritizing the distribution of funds, an LEA that provides district-wide

services with the SSAE program funds must focus those services on schools with the

greatest need identified in ESEA section 4106(e)(2)(A).

7) Do the application assurances regarding use of funds in the three main content areas

apply to the schools to which an LEA distributes funds?

No. The application assurances regarding use of funds in the three SSAE program

content areas apply at the LEA level. These assurances serve to establish minimum

expenditure requirements (i.e., not less than 20 percent of funds for activities to support

well-rounded educational opportunities, not less than 20 percent for activities to support

safe and healthy students, and a portion for activities to support the effective use of

technology) that an LEA must meet with respect to its entire allocation. In meeting these

requirements, an LEA has flexibility in determining the amount of funds to distribute to a

school and for which activities, provided its determinations are consistent with its needs

assessment and school prioritization. An LEA might, for example, use 20 percent of its

funds for an arts program in only two of its elementary schools and use 40 percent of its

funds for a district-wide school climate program, consistent with its assurance to

prioritize schools most in need.

8) In the case of a consortium of LEAs, do the application assurances regarding use of funds

in the three content areas apply to the consortium as a whole or to each member LEA?

The application assurances regarding use of funds apply to the consortium as a whole,

i.e. each LEA in a consortium is not required to meet the expenditure requirements

individually with respect to its allocation. Thus, a consortium may, for example, spend

less than 20 percent of a single member LEA’s allocation of SSAE program funds for

activities to support well-rounded educational opportunities in that LEA, provided the

consortium spends at least 20 percent of its aggregate funds for those activities.

IMPLEMENTING EFFECTIVE SSAE PROGRAM ACTIVITES 

While LEAs must comply with local application requirements as outlined in the previous section,

they also have substantial flexibility in how they utilize the SSAE program funds to provide

students access to a well-rounded education, improve school conditions for student learning, and

utilize educational technology. In addition to the required needs assessment, education leaders

should consider using further steps described below to improve the overall effectiveness of the

SSAE program activities to improve student outcomes.

Identifying Local Needs

Conducting a needs assessment is an important and required aspect of the SSAE program. The

needs assessment must be comprehensive and examine areas for improvement related to

students’ access to well-rounded educational opportunities, learning conditions that cultivate a
16

safe and healthy environment for students, and effective use of technology. (ESEA section

4106(d)). LEAs that receive an allocation of $30,000 or greater must conduct a comprehensive

needs assessment at least once every three years.14 As noted in the “Local Application

Requirements” section, when embarking on the local needs assessment, LEAs must engage in

timely and meaningful consultation with a broad range of stakeholders (ESEA section 4106(c))

and should examine relevant data to understand students’ and schools’ most pressing needs,

including the potential root causes of such needs. In addition, if the LEA has recently conducted

a needs assessment that corresponds to the SSAE sections, the LEA may want to consider how

best to incorporate the information for the completed needs assessment into the comprehensive

needs assessment for the SSAE program.

Questions to consider:

 Which stakeholders can help identify local needs and/or root causes? How can they be

engaged early and in a meaningfully way throughout the process?

 What data are needed to best understand local needs?

 Do our current systems fully capture the needs of our hardest to serve students –

including those who might experience adversity that might not come-up in a survey or

other data tools (e.g. trauma experienced by a recent influx of refugee students)?

 Are there inequities inherent in the system that is driving some of the local needs?

 How should the identified needs be prioritized when several significant needs are

identified?

Select Relevant, Evidence-Based Activities15

Once the needs have been identified, stakeholders should select relevant evidence-based

activities, when evidence is available, that will have the likelihood of working in the local

context . Evidence-based activities are more likely to improve student outcomes but the

effectiveness also depends on the local context (e.g., the alignment of that activity to other efforts

underway, the population being served) and local capacity (e.g., funding, staff and staff skills,

resources, buy-in from stakeholders).

Questions to consider:

 Are there any evidence-based activities that would address the identified needs (Also see

Guidance on the Definition of “Evidence-Based”)?

 Are there identified interventions supported by strong or moderate evidence, as defined

in the ESEA that would address the identified needs of the student population being

served (Also see Guidance on the Definition of “Evidence-Based”)?

 How does the local context, including the district’s larger strategic goals and

improvement plans, influence which activity may be best suited for the district and/or the

school?

 

14 LEAs receiving an allocation less than $30,000 are not required to conduct a comprehensive needs assessment. However, a needs assessment is

an important first step in using SSAE program funds to improve student outcomes. 15 Please see Guidance on the Definition of “Evidence-Based” in the Appendix for further discussion of evidence levels.
17

 Does the district have the capacity to implement this activity or intervention, (time,

people, money)? If not, would additional staff development help, or should an alternative

activity be considered?

 Does the potential outcome of an activity or intervention justify its costs, or are there

other activities that would be a more cost-effective way to address identified needs?

 How will the selected activity be sustained over time (e.g., are ongoing funding sources

available)?

Plan for Implementation

An implementation plan, developed with input from stakeholders, sets up LEAs and schools for

successful implementation (see here for an example of a Department-funded implementation

planning and monitoring tool). Such plans typically include the following components:

 A logic model, which demonstrates a theory of action by visually connecting the activity

to expected outcomes that are stated as well-defined and measurable goals and clarifies

how the activity will work (see here for how Department regulations define “logic

model” and for a description of logic models);

 Well-defined, measurable goals with implementation timelines for successful execution;

 Clearly outlined roles and responsibilities for people involved, including the person or

people responsible for the activity’s success, those with a deep understanding of the

activity, and those working to implement the activity on the ground;

 Identified resources required to support the activity (e.g., staff time, funding, materials,

support from community stakeholders, technical assistance);

 A process to monitor implementation, as well as to collect information on how the

activity is working, to ensure continuous improvement, including plans for data

collection, analysis, and/or evaluation to examine performance against well-defined and

measurable goals; and

 An outreach strategy to regularly engage stakeholders.

Implement Activities

Effective implementation of the selected activity is essential to achieving identified goals.

Inevitably, there will be unexpected hurdles during implementation, so having an ongoing

mechanism to identify and address these issues, and to collect information for performance

monitoring and evaluation, is crucial.

Questions to consider:

 Is the implementation plan being followed as designed? If not, why not?

 What mid-course adjustments could be made to improve implementation? Is there

stakeholder feedback that could be used to inform such adjustments?

 Do resources need to be realigned or timelines adjusted?

 What are barriers to successful implementation? Who needs to be involved in order to

make changes that result in removal of these barriers?
18

Examine and Reflect

The final step for improving effective implementation is to examine how the activity is working

and then use that information to make decisions about mid-course correction, steps for

continuous improvement, and next steps. There are different ways to examine how activities are

working. Performance monitoring, for instance, involves tracking data about an activity to see

how outcomes compare to identified targets and goals. Rigorous evaluations, on the other hand,

measure the effectiveness of an activity, answering questions about the impact of a specific

activity on measured outcomes. These activities produce information that should be used to

guide future investments.

Questions to consider:

 What are reasonable expectations of success at the beginning, middle, and end of an

activity or intervention, and how should success be measured?

 Is performance data sufficient or is there a need to assess the effectiveness of the activity

with a rigorous evaluation? If so, are there resources to support a rigorous evaluation?

 What interim progress and/or performance milestones should be collected?

 What does the information collected suggest about ways to improve the activity and/or to

improve future activities and investments?

Key Questions

1) What tools and data may be available for an LEA to use in its comprehensive needs

assessment and to help in choosing evidence-based programs and practices?

Although the Department does not endorse any specific tools, the Appendix includes a list of

resources and examples that LEAs may find helpful in conducting a needs assessment and in

choosing programs and practices.

2) What if no evidence of effectiveness is available for an activity to address an identified need?

If there is no evidence of effectiveness for an activity to address an identified need, an LEA

should use a logic model to demonstrate a rationale for why an activity is expected to address

the need in the LEA’s specific context. The logic model should use prior research or data from

performance monitoring to provide support that the activity is likely to improve the relevant

outcome(s).

ALLOWABLE ACTIVITIES

The following section provides information on the activities that LEAs may conduct under the

three content areas of the SSAE program and offers examples of practices that may be helpful to

grantees. Generally, LEAs may use funds for a wide variety of activities within each content

area, including, but not limited to, direct services for students, professional development16 for

 

16 ESEA section 8101(42) defines “professional development.” The text of the ESEA, as amended by ESSA, is available at:

http://legcounsel.house.gov/Comps/Elementary%20And%20Secondary%20Education%20Act%20Of%201965.pdf.
19

teachers and administrators, salaries of personnel to carry out identified programs and services,

including but not limited to athletic administrators, and supplemental educational resources and

equipment. The examples provided below are not an exhaustive list of strategies, but rather,

describe a range of practices that are illustrative of the possibilities under the law. Additional

resources are provided in the Appendix.

Activities to Support Well-Rounded Educational Opportunities

Consistent with section 4106(e)(2)(C) of the ESEA, an LEA or consortium of LEAs receiving an

SSAE program allocation of at least $30,000 must use at least 20 percent of the SSAE program

funds for activities under section 4107 that support student access to a well-rounded education. 

Programs and activities carried out under this section must be coordinated with other schools and

community-based services and may be conducted in partnership with IHEs and other entities.

(ESEA section 4107(a)(1)-(2)) The purpose of a well-rounded education is to provide an enriched

curriculum and education experiences to all students. It includes programs and activities in the

subjects discussed in more detail below as well as other activities, including those that integrate

multiple academic disciplines. In general, an LEA may use funds under section 4107 for any

program or activity that supports student access to and success in well-rounded educational

experiences.

A well-rounded education starts with early learning opportunities that make time for exploration

and continues with K-12 education that helps students make important connections among their

studies, their curiosities, their passions, and the skills they need to become critical thinkers and

productive members of society. In addition, a well-rounded education promotes a diverse set of

learning experiences that engages students across a variety of courses, activities, and programs in

subjects such as English, reading/language arts, writing, science, technology, engineering,

mathematics, foreign languages, civics and government, economics, arts, history, geography,

computer science, music, career and technical education, health, and physical education.17

Research supports the benefits of a well-rounded education. For example, students are better able

to understand a text when they have had exposure to the knowledge and experiences referenced

in that text.

18 Experience shows that students who have been exposed to the language and

vocabulary of the natural world, the sciences, and social studies are better readers. Research also

shows that students who have strong experiences in the arts often perform better in math.

19 The

arts also help children think creatively, and develop language skills in other languages.

20

Programs and activities that support a well-rounded education may include--

 

17 Ibid. 18 Afflerbach, Peter P. "The Influence of Prior Knowledge on Expert Readers' Main Idea Construction Strategies." Reading Research Quarterly

25, no. 1 (1990): 31-46.and Georgia Kosmoski, Geneva Gay, and Edward Vockell. “Cultural Literacy and Academic Achievement.” The Journal

of Experimental Education 58 , no. 4 (1990): 265-272. 19 “Arts Integration: A Promising Approach to Improving Early Learning” February 2016

http://www.wolftrap.org/~/media/files/pdf/education/arts-integ-brief-2016-final.pdf?la=en. 20 Carolyn Asbury and Barbara Rich, Learning, Arts, and the Brain: The DANA Consortium Report on Arts and Cognition. (Washington, DC:

Dana Press, 2008).
20

 Science, technology, engineering, and mathematics (ESEA section 4107(a)(3)(C)). An

LEA may use funds for programming and activities to improve instruction and student

engagement in STEM subjects. STEM activities may include: increasing access for groups of

underrepresented students to high-quality courses; supporting participation in nonprofit

competitions (e.g. robotics, math competitions, computer programming); providing students

hands-on learning and exposure to STEM, including through field-based and service learning;

supporting the creation and enhancement of STEM-focused specialty schools; facilitating

collaboration among programs that take place during the school day and those that take place

during out-of-school time to improve the integration of STEM instruction in those programs; and

integrating other academic subjects such as the arts into STEM curricula. In a high-quality

STEM opportunity, STEM skills and content knowledge are integrated and learned through

exploration, inquiry, problem solving, and often involve real-world contexts or applications. 

SPOTLIGHT: Studies show that prekindergarten and kindergarten students whose

teachers integrated music and arts with STEM curricula and lessons experienced

significant increases in math learning.21 For example, the Early STEM/Arts project of the

Wolf Trap Early Learning Institute paired teachers with Wolf Trap teaching artists to

receive intensive professional development in applying arts-integrated techniques to

math curricula. The artists visited teachers' classrooms for in-class sessions with the

students and transitioned from classroom leaders to coaches as the teachers gained skills

in integrating music, dance, and drama into their own instruction. An independent study

found that students in the classrooms of teachers who participated in the Early

STEM/Arts program received the equivalent of 1.7 additional months of learning, or 34

additional days, compared to their peers in the control groups.

 Music and arts (ESEA section 4107(a)(3)(B)). An LEA may use funds for programs and

activities that use music and the arts, which may include dance, media arts, theater, and visual

arts, as tools to support student success through the promotion of constructive student

engagement, problem solving, and conflict resolution. ArtsEdSearch, a clearinghouse of

rigorously reviewed evaluation research concerning the effects of arts on teaching and learning,

contains a growing body of research22 that affirms when part of a well-rounded education in

schools, arts learning contributes to increased academic achievement and student success in

preparation for college, career, and life. (See also ESEA section 4107(a)(3)(I)).

SPOTLIGHT: Many schools and districts are implementing programs that have made the

arts part of a well-rounded education for all students. In Boston, school district and city

leaders have embarked on a revitalization of the arts throughout the district in order to

close a longstanding “arts opportunity gap.” For example, at Otis Elementary School,

 

21 Ludwig, Meredith and Song, Mengli. 2015. Evaluation of Professional Development in the Use of Arts-Integrated Activities With Mathematics

Content: Findings From the Evaluation of the WolfTrap Arts in Education Model Development and Dissemination Grant Final Grant Report.

Washington, DC: American Institutes for Research. http://www.wolftrap.org/~/media/files/pdf/education/aemdd-report-2016.pdf?la=en 22 ArtEdSearch, the national online research clearinghouse of student and educator outcomes focused on arts learning: http://www.aeparts.org/research-policy/artsedsearch/. This resource is included in the Appendix and is supported by a cooperative agreement from the National

Endowment for the Arts and the Department to the Education Commission of the States.
21

where the student body is 80 percent Hispanic and more than 90 percent are eligible for

free and reduced-price lunch, the arts are a critical component of the school’s vision for

success. In the initial data collected for the Boston Public Schools Arts Expansion

initiative, Otis Elementary was providing some visual arts and music but wanted to

ensure access for all students and provide additional arts disciplines. Through the Arts

Expansion Initiative, in 2011 the school began adding arts disciplines by engaging in

partnerships and hiring additional arts teachers. Arts integration collaborations between

arts specialists and classroom teachers focused on making content connections across

the curriculum. Partnerships with local arts institutions broadened students’ artistic

horizons and deepened their learning. A number of indicators have improved at the

school, which could possibly be attributed to the arts expansion initiative. In the 2015-16

Student Climate Survey, Otis Elementary outscored other elementary schools in six of

seven indicators and had a 94.8 percent attendance rate in 2014-15. Since its arts

expansion, student proficiencies on the Massachusetts Comprehensive Assessment System

in English language arts and mathematics have increased, and the school has moved

from tier 3 to tier 2 in the district accountability and assistance levels.

 Foreign language instruction (ESEA section 4107(a)(3)(F)). An LEA may use funds to

support instruction in foreign languages, which is essential for students to fully participate in

today’s global economy and increasingly diverse communities. The American Council on the

Teaching of Foreign Languages finds that language learning can support academic achievement,

provide cognitive benefits, and positively affect attitudes and beliefs about language and other

cultures.

23

 Accelerated learning programs (ESEA section 4107(a)(3)(D)). An LEA may use funds for

efforts to raise student academic achievement through accelerated learning programs, including

by: reimbursing low-income students to cover all or part of the costs of AP, IB, or other

accelerated learning program examinations; and increasing the availability of, and enrollment in,

AP or IB programs, dual or concurrent enrollment programs, early college high schools, and

other accelerated learning options. AP and IB programs are designed to help students prepare for

college-level work and enable students to take college-level courses in high school and

potentially earn college credit based on scores achieved on AP and IB exams. Dual or concurrent

enrollment programs and early college high school programs enable students to prepare for

college rigor and, through college course enrollment opportunities, graduate from high school

with college credits and vocational certificates. Counseling, mentoring, or programs that develop

study skills and critical thinking are also important components of accelerated learning

programs.

SPOTLIGHT: There are several programs providing students with extensive

access to accelerated learning opportunities. For example, the Advance

Kentucky initiative is boosting college and career readiness by increasing

 

23 For more information on what the research shows, please see American Council on The Teaching of Foreign Languages website at

https://www.actfl.org/advocacy/what-the-research-shows.
22

access to AP programs. Available in over 40 percent of its public high schools

in Kentucky, the project is designed to start in middle school and give every

student access to challenging coursework, not just to those traditionally

eligible to participate, so that students will be ready and successful in AP

courses in high school. While the program focuses on raising student and

teacher expectations, it provides support to teachers through content-rich

training and professional learning. More information on the program is

available at http://advancekentucky.org/. 

 High school redesign with dual or concurrent enrollment and early college high schools

(ESEA section 4107(a)(3)(D)(ii)). An LEA or consortium of LEAs may use funds to support

strategies designed to decrease high school drop-out rates, and to increase high school

graduation rates and college-entrance rates and to redesign what the high school experience can

be. Early College High Schools have been particularly impactful for racial and ethnic minority

students and students from low-income families.24

SPOTLIGHT: Jobs for the Future Inc. (JFF) is one example of an early college program.

Since 2002 JFF and their partners have helped start or redesign nearly 250 early college

schools that currently serve more than 75,000 students nationwide. JFF has seen

increased graduation rates with 90 percent of early college students graduating high

school compared to the national rate of 78 percent. In addition, 23 percent of graduates

of early college high schools graduate with an associates or college certificate along

with their high school diploma. Seventy-three percent of early college students identify

as students of color, 61 percent are from low-income families, and 56 percent will be the

first in their immediate families to attend college.25Utilizing the JFF model these early

colleges incorporate the following key features: 1) Aligned curricula and instruction; 2)

Personalization and student supports; 3) Utilize the power of place (early colleges are

located on or near college campuses); 4) College credit; and 5) Partnerships.

 Civics instruction (ESEA section 4104(b)(3)(A)(i)(V)). An LEA may use funds to promote

the development, implementation, and strengthening of instructional programs in civics. Civics

is generally understood to mean the content of what citizens should know about politics and

government, including the foundations of the American political system. Schools can provide

civics instruction through both formal and informal education beginning in the early years of the

education process.

SPOTLIGHT: There are many programs that help educators incorporate civics into the

learning environment. Facing History and Ourselves is one such program that integrates

 

24 Berger, Andrea, Lori Turk-Bicakci, Michael Garet, Joel Knudson, and Gur Hoshen. 2014. Early College, Continued Success: Early College

High School Initiative Impact Study. Washington, DC: American Institutes for

Research. http://www.air.org/sites/default/files/downloads/report/AIR%20ECHSI%20Impact%20Study%20Report-%20NSC%20Update%2001-

14-14.pdf . and Edmunds, Julie A.; Larry Bernstein; Fatih Unlu; Elizabeth Glennie; John Willse; Arthur Smith; and N. Arshavsky. 2012.

Expanding the Start of the College Pipeline: Ninth-grade Findings from an Experimental Study of the Impact of the Early College High School

Model. Journal of Research on Educational Effectiveness, 5(2), 136–159. http://www.tandfonline.com/doi/pdf/10.1080/19345747.2012.656182 25 http://www.jff.org/initiatives/early-college-designs.
23

the study of history, literature, and human behavior with ethical decision making and

innovative teaching strategies. The program includes teacher professional development

as well as classroom content (historical case studies) and pedagogy. Facing History

aims to promote students’ historical understanding, critical thinking, and socialemotional learning. The program is also designed to help humanities teachers effectively

integrate civic education in their humanities courses to enhance both discipline-based

and civic learning outcomes. A study published in April 201426 shows how Facing

History helps students develop critical thinking skills and fosters both academic and civic

growth, while also promoting teacher self-efficacy and professional satisfaction.

 College and career counseling (ESEA section 4107(a)(3)(A)). An LEA may use funds for

college and career counseling programs and services. These programs and services are,

generally, designed to help students make informed and better educational and career choices as

they develop personal, social, educational, and career skills. Programs often offer students

information starting in middle school about how to prepare for college, including the importance

of choosing rigorous high school course offerings, how to choose from among career options,

how to enroll in and receive federal financial aid through the FAFSA, and how to pursue

academic and occupational training needed to succeed in the workplace. To help prepare students

to transition to college, assistance is provided on identifying postsecondary opportunities that are

associated with students’ interests, applying for college admissions and obtaining financial aid,

and preparing for college aptitude tests (e.g. SAT and ACT).

 Social emotional learning (SEL) (ESEA section 4107(a)(3)(J)). An LEA may use funds for

activities in social emotional learning, including interventions that build resilience, self-control,

empathy, persistence, and other social and behavioral skills. Extensive research, as well as

educators’ own experiences, shows that school-based SEL programs play an important role in

fostering healthy relationships and increasing academic and career success.27 A growing body of

research in this field is demonstrating that various tools and practices can enhance students’

social and emotional development.28 For example, implementing practices that support students’

sense of belonging and value can increase students’ academic success.29

SPOTLIGHT: Many schools are incorporating SEL into their programs and services. For

example, the Austin Independent School District (AISD) has succeeded in developing a

model for systematic and systemic SEL for all of its 83,600 students focused on four core

practices: explicit skills instruction, SEL integration, school climate and culture, and

family and community engagement. SEL coaches are deployed throughout the system to

 

26 Barr, D. J., Boulay, B., Selman, R. L., McCormick, R., Lowenstein, E., Gamse, B., ... Brielle Leonard, M. (2015). A randomized controlled

trial of professional development for interdisciplinary civic education: Impacts on humanities teachers and their students. Teachers College

Record, 117(2). 27 Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students’ social and

emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), pp. 405–432. 28 CASEL Guide to Effective Social and Emotional Learning Programs (http://www.casel.org/guide/). 29 Blackwell, L.A., Trzesniewski, K.H., & Dweck, C.S. (2007). Implicit theories of intelligence and achievement across the junior high school

transition: A longitudinal study and an intervention. Child Development, 78, 246–263. Available at: mtoliveboe.org/cmsAdmin/uploads/

blackwell-theories-of-intelligence-child-dev-2007.pdf. Cohen, G. L., Garcia, J., Purdie-Vaugns, V., Apfel, N., & Brzustoski, P. (2009). 

“Recursive Processes in Self-affirmation: Intervening to Close the Minority Achievement Gap.” Science, 324, 400–403.
24

support implementation of SEL. Using a vertical structure, Austin started with two high

schools and their feeder schools. As of 2015-16, all 130 schools in the district are

receiving professional development in implementing SEL. Evidence-based SEL programs

are one important part of AISD’s implementation strategy. Elementary and middle

schools are using explicit instructional materials and lessons are generally taught weekly

by the classroom teacher and reinforced and integrated into instruction in all areas of the

school. In several high schools, ninth-graders attend a Methods for Academic and

Personal Success (MAPS) class to develop skills to help with their transition to high

school. Results show those teachers’ ratings of their 3rd grade students’ SEL

competencies were positively related to students’ performance in STAAR reading and

math. Also, secondary schools with more years in SEL showed greater improvement in

attendance and greater reduction in campus discretionary removals than did schools

with no years in SEL.30

 Environmental education (ESEA section 4107(a)(3)(G)). An LEA may use funds for

activities in environmental education, which is generally understood as instruction that

encourages students to develop knowledge, intellectual skills, attitudes, experiences, and

motivation to make and act upon responsible environmental decisions. Environmental education

is generally understood to be a multi-disciplinary field that integrates disciplines such as biology,

chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography.

SPOTLIGHT: Many schools across the nation provide environmental education classes

for students. Project Learning Tree® (PLT) is one example of an award-winning

environmental education program designed for teachers and other educators, parents,

and community leaders working with youth from preschool through grade 12. PLT

provides educators with supplementary curriculum materials, professional development,

and resources to integrate environmental education into lesson plans for all grades and

subject areas and to use the outdoors to engage students in learning about the world

around them. GreenSchools, PLT’s service-learning program, inspires students to apply

STEM (science, technology, engineering, and math) to create greener and healthier

schools by reducing energy and water use, improving their school site, recycling, and

other projects that also save schools money. Program evaluations demonstrate that

PLT’s Green Schools program contributes positively to important outcomes in student

learning and engagement including students’ presentation, writing, planning, problemsolving, technology, leadership and teamwork skills. https://www.plt.org/

Activities to Support Safe and Healthy Students

The second purpose of the SSAE program is to improve school conditions for student learning.

When students are healthy and feel safe and supported, they are more likely to succeed in school. 

 

30 https://www.austinisd.org/sites/default/files/dre-surveys/14.139_Social_and_Emotional_Learning_Key_Outcomes_2010-2011_Through_2014-

2015.pdf and https://www.austinisd.org/sites/default/files/dresurveys/14.140_Social_and_Emotional_Learning_Competency_Survey_Relationships_With_AISD_Outcome_Measures_0.pdf.
25

According to the Indicators of School Crime and Safety 201531 report, schools have made

significant progress toward improving school safety and on many measures schools are safer

than they have ever been. However, significant challenges still remain:

• In 2014, about 33 out of every 1,000 students ages 12-18 reported being the victim of a

non-fatal crime at school. This was down from 85 students out of 1,000 in 2000.32

• The percentage of students who reported being bullied was still significant but lower in

2013 (22 percent) in comparison to every prior survey year (28 percent in 2005, 2009, and

2011 and 32 percent in 2007).

33

• Twenty-two percent of students in grades 9–12 in 2013 reported that illegal drugs were

made available to them on school property.

34

• The percentage of public schools reporting student sexual harassment of other students at

least once a week was lower in 2013-2014 (1.4 percent) than prior survey years, including

2009-2010, when it was 3.2 percent.35

In addition, students’ physical health issues such as epilepsy, diabetes, and asthma may pose a

barrier to learning.36 Furthermore, poor eating habits and a lack of physical activity have

contributed to a significant increase in the number of young people who are obese. According to

the U.S. Centers for Disease Control and Prevention, childhood obesity is a serious problem in

the United States. Despite recent declines in the prevalence among preschool-aged children,

obesity among children is still high. For children and adolescents aged 2-19 years, the prevalence

of obesity has remained fairly stable at about 17% and affects about 12.7 million children and

adolescents for the past decade. In 2011-2012, 17.7% of 6- to 11-year-olds had obesity, and

20.5% of 12- to 19-year-olds.37

In addition, unaddressed mental health issues may also interfere with learning and place young

people at greater risk of using drugs and engaging in other harmful behaviors.38 Approximately

20 percent of youth ages 13 to 18 have experienced a severe mental disorder39 and 13 percent of

 

31 Zhang, A., Musu-Gillette, L., and Oudekerk, B.A. (2016). Indicators of School Crime and Safety: 2015 (NCES 2016-079/NCJ 249758).

National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S.

Department of Justice. Washington, DC. Accessed from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016079. 32 Zhang, A., Musu-Gillette, L., and Oudekerk, B.A. (2016). 33 Ibid. 34 Ibid. 35 Ibid. 36 If a student has a physical or mental health impairment (such as epilepsy, diabetes, or asthma) and that impairment substantially limits a major

life activity, then the student is a student with a disability and may be entitled to services or reasonable modifications under section 504 of the

Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II). 34 CFR Part 104; 28 CFR Part 35. 37Ogden CL, Carroll MD, Kit BK, Flegal KM. Prevalence of Childhood and Adult Obesity in the United States, 2011-

2012. JAMA.2014;311(8):806-814. doi:10.1001/jama.2014.732. Accessed from: http://jama.jamanetwork.com/article.aspx?articleid=1832542 38 If a student has a mental health impairment that substantially limits a major life activity, then the student is a student with a disability and may

be entitled to services or reasonable modifications under Section 504 and Title II. 34 C.F.R. Part 104; 28 C.F.R. Part 35. 39 Merikangas, K. R., He, J., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., ... Swendsen, J. (2010). Lifetime Prevalence of Mental

Disorders in US Adolescents: Results from the National Comorbidity Study-Adolescent Supplement (NCS-A). Journal of the American Academy

of Child and Adolescent Psychiatry, 49(10), 980–989. http://doi.org/10.1016/j.jaac.2010.05.017.
26

children ages 8 to 15 had a diagnosable mental disorder in a given year.40 In summarizing studies

on the relationship between children’s emotional distress and academic achievement, researchers

found that students with frequent feelings of internalized distress (such as sadness, anxiety, or

depression) showed diminished academic functioning and those with externalized distress (such

as anger, frustration, and fear) exhibited difficulties including learning delays and poor

achievement .

41 School mental health programs improve educational outcomes by decreasing

absences and discipline referrals and improving test scores.

42

An LEA or consortium of LEAs that receives $30,000 or more in SSAE program funds must use

at least 20 percent of those funds to develop, implement, and evaluate comprehensive programs

and activities that:

• Are coordinated with other schools and community-based services and programs;

• Foster safe, healthy, supportive, and drug-free environments that support student

academic achievement;

• Promote the involvement of parents in the activity or program;

• May be conducted in partnership with an IHE, business, nonprofit organization,

community-based organization, or other public or private entity with a demonstrated

record of success in implementing activities authorized under section 4108; and

• May include a wide variety of programs and activities discussed in detail below among

other programs and activities. (ESEA section 4108(1)-(5)).

It is important to note that a State or LEA receiving funds under the SSAE program, generally

must obtain prior written, informed consent from the parent of each child who is under 18 years

of age to participate in any mental-health assessment or service that is funded with SSAE

program funds. Prior written, informed consent means active consent; silent (passive) consent

does not constitute prior written, informed consent is therefore not sufficient. Section 4001 of the

ESEA describes in detail the contents of such consent, as well as limitations and exceptions to

when prior, written informed consent is required.43

 

40 National Institutes of Mental Health. (n.d.) Prevalence Statistics: Any Disorder among Children. Accessed from

http://www.nimh.nih.gov/health/statistics/prevalence/any-disorder-among-children.shtml. 41 Roeser, R. W., Eccles, J. S., & Strobel, K. R. (1998). Linking the study of schooling and mental health: Selected issues and empirical

illustrations at the level of the individual. Educational Psychologist, 33, 153-176. 42 Jennings, J., Pearson, G., & Harris, M. (2000). Implementing and maintaining school-based mental health services in a large, urban school

district. Journal of School Health, 70, 201-205. 43 ESEA section 4001 provides: SEC. 4001. GENERAL PROVISIONS. (a) PARENTAL CONSENT.— (1) IN GENERAL.—

(A) INFORMED WRITTEN CONSENT.—A State, local educational agency, or other entity receiving funds under this title shall obtain prior

written, informed consent from the parent of each child who is under 18 years of age to participate in any mental-health assessment or service that

is funded under this title and conducted in connection with an elementary school or secondary school under this title.

(B) CONTENTS.—Before obtaining the consent described in subparagraph (A), the entity shall provide the parent written notice describing in

detail such mental health assessment or service, including the purpose for such assessment or service, the provider of such assessment or service,

when such assessment or service will begin, and how long such assessment or service may last

(C) LIMITATION.—The informed written consent required under this paragraph shall not be a waiver of any rights or protections under section

444 of the General Education Provisions Act (20 U.S.C. 1232g).
27

Generally, the SSAE program funds may be used under section 4108 for any program or activity

that fosters safe, healthy, supportive, and drug-free school environments, including direct student

services and professional development and training for school staff. As indicated in Table 2, the

authorized LEA activities in section 4108 may be categorized by topic as: 1) Safe and

supportive learning environments; and 2) Student physical and mental health, including

substance abuse prevention. Three of the authorized activities--mentoring and school counseling,

schoolwide positive behavioral interventions, and pay for success initiatives--are cross-cutting

and are applicable to both topics.

Table 2. Overview of Authorized Topics Under Section 4108 of the ESEA*

Safe and Supportive Schools Student Physical and Mental Health

• Preventing Bullying and Harassment

• Relationship-Building Skills

• School Dropout Prevention

• Re-Entry Programs and Transition Services

for Justice Involved Youth

• School Readiness and Academic Success

• Child Sexual Abuse Awareness and

Prevention

• Reducing Use of Exclusionary Discipline

Practices and Promoting Supportive School

Discipline

• Suicide Prevention

• Violence Prevention, Crisis Management

and Conflict Resolution

• Preventing Human Trafficking

• Building School and Community

Relationships

• Culturally Responsive Teaching and

Professional Development of Implicit Bias

• Drug and Violence Prevention

• Health and Safety Practices in School or

Athletic Programs

• School-Based Health and Mental Health

Services

• Healthy, Active Lifestyle, Nutritional

Education

• Physical Activities

• Trauma-Informed Classroom

Management

• Preventing Use of Alcohol, Tobacco,

Marijuana, Smokeless Tobacco,

Electronic Cigarettes

• Chronic Disease Management

Cross Cutting Authorized Topics

Mentoring and School Counseling

Schoolwide Positive Behavioral Interventions

Pay for Success Initiatives aligned with the purposes of Title IV

*NOTE: This chart provides a summary of topics and is not an exhaustive list

 

(2) EXCEPTION.—Notwithstanding paragraph (1)(A), the written, informed consent described in such paragraph shall not be required in— (A)

an emergency, where it is necessary to protect the immediate health and safety of the child, other children, or entity personnel; or (B) other

instances in which an entity actively seeks parental consent but such consent cannot be reasonably obtained, as determined by the State or local

educational agency, including in the case of— (i) a child whose parent has not responded to the notice described in paragraph (1)(B); or (ii) a

child who has attained 14 years of age and is an unaccompanied youth, as defined in section 725 of the McKinney-Vento Homeless Assistance

Act (42 U.S.C. 11434a).
28

 Safe and Supportive Learning Environments. As noted in Table 2, section 4108 of the

ESSA provides LEAs with numerous options for enhancing their efforts to provide students and

school staff with a positive school climate, which in turn can promote student academic

achievement. The 2013 study, A Climate for Academic Success,

44 examined schools that were

beating the odds (BTO) and compared them with chronically underperforming (CU) schools.

The study found significant differences in the school climate measures between BTO and CU

schools. The study also found the probability of beating the odds for a school with a climate

score in the top five percent was over ten times that of a school with an average school climate

score, reaffirming that school climate makes a difference in student achievement. For additional

guidance and resources related to school climate, please see the Department’s web page on

School Climate and Discipline. 

Additionally, a school-based program that utilizes restorative justice is an example of an

allowable activity under section 4108. Restorative justice is a practice that focuses on the

rehabilitation of students with serious and/or harmful infractions and behaviors through the

reconciliation with victims and the community at large by restoring those relationships in a way

that is beneficial and healing to all involved. It can be used as part of local plan to reduce

exclusionary discipline practices.

SPOTLIGHT: There are many districts successfully implementing programs featuring

restorative justice practices. For example, The Oakland Unified School District (OUSD)

implements programs that utilize restorative practices. These restorative practices have

positively influenced students to build caring relationships with adults and peers. As a

result of these efforts, over the past two to three years, the overall number of out-ofschool suspensions in the OUSD declined significantly. Almost 70 percent of school staff

surveyed reported that restorative practices have improved school climate at their school

in the past year. Students in restorative justice circles report having an enhanced ability

to manage emotions, resolve conflict with parents, and maintain positive relationships

with peers.

The Department, along with the U.S. Department of Justice, also launched an initiative in 2011

to support the use of positive school discipline practices that included effective alternatives to

exclusionary discipline while encouraging a reduction in disproportionality for students of color

and students with disabilities. A link to these resources, including a toolkit for teachers, is

available in the Appendix. It has been noted that incarcerated and court-involved youth have a

higher rate of dropout, and need appropriate transition services and credit recovery services in

order to be supported in school. A study from the Youth Law Center found that when looking at

barriers to achievement for court involved youth in California that, youth in court schools

typically come into the system from under-performing schools and test at levels significantly

below their age-equivalent peers. Additionally, the vast majority of students have experienced

 

44 Voight, A., Austin, G., and Hanson, T. (2013). A climate for academic success: How school climate distinguishes schools that are beating the

achievement odds (Full Report). San Francisco: WestEd.
29

one or more forms of trauma, which can seriously interfere with concentration and other aspects

of learning.45

SPOTLIGHT: The Maya Angelou Schools supported by the See Forever Foundation, are

one example of a public charter school system that is focused on offering holistic

program to teens involved in the juvenile justice system. The schools combine rigorous

academics with critical wrap-around supports and interventions designed to prevent

young people from dropping out of high school and re-engage those who have already

dropped out. The supports include onsite mental health counseling, paid internships and

vocational training; extended day and weekend tutoring; credit recovery options; and

intensive alumni support. The 2014 and 2015graduates had a combined total of 63

percent of the students enroll in a post-secondary program. Additionally, during the 2014

and 2015 school years, 78 percent of the students who were enrolled in workforce

programs earned their credentials (For more information visit

http://www.seeforever.org/).

 Student Physical and Mental Health. As noted in Table 3, section 4108 funds can be used

for a wide array of programs and activities that directly support student health and wellness as

well as professional development and training for school personnel. Schools that support the

physical and mental health of their students increase the likelihood of students’ academic

success. There is new research on the effects of drugs on the developing teen brain, and the

connection between substance abuse and poor academic outcomes.

46 There is also a growing

awareness of the need to increase the physical activity of our students and improve nutrition in

and outside of our schools, and that focusing on these activities can promote student academic

achievement and better behavior.

47

SPOTLIGHT: Many schools are improving the mental health services offered to students,

For example, the Elk Grove Unified School District in California has implemented

Project GROW (Getting Ready for our World) through a U.S. Department of Education

grant. This program is one example of how grant funds have helped improve the mental

health resources in five of the school district’s most disadvantaged schools, with a

special focus on addressing the needs of military children. With the grant funds, the

school district has been able to increase the ratio of mental health professionals to

students, reduce the number of disciplinary referrals, and reduce suspensions in three

schools from 239 in the baseline year to 187 in year 2 of the grant. It has focused on

using evidence-based interventions that build student resilience and strength and prevent

mild problem behaviors from becoming worse, and directed intensive services where they

 

45 Youth law center, Educational injustice: Barriers to Achievement and Higher Education for Youth in California Juvenile Court Schools.

www.ylc.org (2016). 46 America’s Dropout Crisis: The Unrecognized Connection to Adolescent Substance Use online at:

http://preventteendruguse.org/pdfs/AmerDropoutCrisis.pdf. 47 Centers for Disease Control and Prevention. (n.d.) Physical Activity Facts. Accessed from

http://www.cdc.gov/healthyschools/physicalactivity/facts.htm; Center for Disease Control and Prevention. (n.d.) Nutrition and the Health of

Young People. Accessed from http://www.cdc.gov/healthyschools/nutrition/facts.htm.
30

are most needed. The project director recently received the California Association of

School Psychologists 2015-2016 Outstanding School Psychologist of the Year Award.

 Cross-cutting. Also as noted in Table 3, section 4108 supports programs, activities, and

professional development and training activities that are cross-cutting in nature and that can

positively impact both safe and supportive learning environments as well as physical and mental

health. For example, the SSAE program presents an opportunity for LEAs and schools to

promote safe, healthy, and affirming school environments that are inclusive of all students. The

SSAE funds can be used to reduce incidences of bullying and harassment against all students,

including bullying and harassment based on a student’s (or their associates) actual or perceived

race, color, national origin, sex (including gender identity), disability, sexual orientation,

religion, or any other distinguishing characteristics that may be identified by the state or LEA. In

addition, LEAs can use funds to implement school-wide positive behavioral interventions and

supports (PBIS). PBIS provides a framework for SEAs and LEAs to develop their capacity to

support the social, emotional, academic, and behavioral needs of all their students in which a

wide range of evidence-based programs can be implemented including, but not limited to,

prevention of the risk factors associated with substance abuse, bullying, and violence as well as

promotion of mental health and wellness.

SPOTLIGHT: Many schools are successfully implementing PBIS to improve outcomes for

students. For example, Andrews Elementary in Three Rivers, Michigan has been

implementing PBIS for both “behavior” and “literacy” for the past five years. The

impact of PBIS implementation on student outcomes is evidenced both by low levels of

problem behavior, and high performance on reading assessments. The national median

for major office discipline referrals per 100 students per school day in elementary

schools is .22. During the past four years the rate of major office discipline referrals per

100 students per school day at Andrews Elementary varied from .12 to .18. Students have

also benefitted from having both a positive school-wide social culture and from the use of

an effective literacy curriculum delivered with systematic and explicit instruction. During

the past five years the proportion of students at Andrews Elementary meeting or

exceeding literacy benchmarks has ranged from 72 percent to 82 percent. In part because

of PBIS, Andrews Elementary is a learning community with a positive social culture,

active instruction on and support of pro-social behaviors, low levels of problem behavior,

clear instruction on basic early literacy skills, and a student body that is mastering the

literacy skills that will lead to future educational success.

Many SEAs and LEAs have implemented programs that help students transition from

correctional facilities back to school. An allowable SSAE program activity includes the

development and implementation of a plan (also known as a youth PROMISE plan) that

includes evidence-based strategies to reduce exclusionary discipline practices, reduce entry

into the prison system, and support reentry and transition of youth offenders returning from

confinement back to their community and their local schools by providing mentoring,

intervention, school counseling, and other education services to address unique risk factors.

SPOTLIGHT: There are a number of programs that support reentry and transition

services for youth offenders. For example, in Washington State, the Educational

Advocacy Program (EA) works through nine regional Education Service Districts
31

(ESD) specially trained staff to provide comprehensive support and case management

for youth transitioning out of juvenile detention centers. The program helps youth

overcome barriers to return successfully to school; and facilitates school

coordination activities for youth returning to or reengaging in school. The

challenges these youth face call for a coordinated, collaborative, and multifaceted

intervention. EAs are tasked with facilitating this challenging transition process using

a multi-tiered, public health model. This model enables the effective management of

student caseloads by identifying three tiers of services distinguished by their intensity

and students’ needs. EAs use State-level educational data to assess and monitor

students’ progress.

In School Year 2014-2015, ESD 112 released an EA evaluation report (Maike &

Nixon, 2015) summarizing the process and outcome of the EA program in Vancouver,

Washington serving 78 youth between the ages of 15 and 17. The report showed that

enrollment in the EA program was associated with improved academic outcomes and

lower rates of recidivism. Prior to receiving EA services, 53 percent of youth

participants (those with available academic data) failed to pass any classes; at

follow-up, 73 percent of these students had passed at least one class during the most

recent grading period. In terms of school engagement, of the 40 youth who

transitioned back into secondary education, 73 percent continued to remain enrolled

in school 90 days post re-entry. Among the 78 youth receiving EA services, 91

percent did not re-offend during their enrollment in the program.

To assist LEAs and SEAs in improving their reentry strategies, ED recently released a Reentry

Education Tool Kit. The guide is designed to help education providers and their partners create a

reentry education continuum in their communities.48

Activities to Support the Effective Use of Technology

In addition to supporting a well-rounded education and safe and healthy schools, a portion of the

SSAE program funds, if $30,000 or greater, must be used for increasing effective use of

technology to improve the academic achievement, academic growth, and digital literacy of all

students. 

When carefully designed and thoughtfully applied, technology can accelerate, amplify, and

expand the impact of effective practices that support student learning, increase community

engagement, foster safe and healthy environments, and enable well-rounded educational

opportunities. Technology can expand growth opportunities for all students while affording

historically disadvantaged students greater equity of access to high-quality learning materials,

field experts, personalized learning, and tools for planning for future education. Such

opportunities can also support increased capacity for educators to create blended learning

opportunities for their students, rethinking when, where, and how students complete different

components of a learning experience. However, for technology to be truly transformative,

 

48 RTI International. (n.d.) Reentry Education Tool Kit. Accessed from http://lincs.ed.gov/reentryed/.
32

educators need to have the knowledge and skills to take full advantage of technology-rich

learning environments.

A Special Rule in the SSAE program states that no more than 15 percent of funds for activities to

support the effective use of technology may be used "for purchasing technology infrastructure as

described in subsection (a)(2)(B), which includes technology infrastructure purchased for the

activities under subsection (a)(4)(A)." To clarify, LEAs or consortiums of LEAs may not spend

more than 15 percent of funding in this content area on devices, equipment, software

applications, platforms, digital instructional resources and/or other one-time IT purchases. (ESEA

section 4109(b)).

Note that the modernization of the Federal Communications Commission’s E-rate program has

significantly increased access to funding for building a robust infrastructure to support learning

enabled by technology. Additionally, coordination of Federal program support can help

maximize the impact of available resources. For example, a school incorporating digital learning

in a Title I schoolwide program might use Title I funds to purchase devices and digital learning

resources to incorporate blended learning, Title II funds to help teachers improve instruction

through effective blended-learning practices, and Title III funds to provide access to technology

specifically for English Learners. Supplemental funds awarded to rural communities through the

Small, Rural School Achievement Program (SRSA) and the Rural, Low-income School Program

(RLIS) may additionally be used to support technology instruction in schools. As grantees

incorporate technology into instructional practice, any use of technology for these purposes must

comply with applicable privacy laws and the specific program requirements of each funding

source. For more information please see the Office of Educational Technology's privacy web

page and ED’s Technical Assistance Center (PTAC). 

In addition to purchases for technology infrastructure, at least 85 percent of funds used under

section 4109 may be used to support a variety of professional development, defined in 8101(42)

as activities that are an integral part of school and local educational agency strategies, activities

and for capacity building and other activities directly related to improving the use of educational

technology. Also emphasized in 8102 (42), professional development activities should be

sustained, (not stand-alone, one-day, or short term workshops), intensive, collaborative, jobembedded, data-driven, and classroom-focused. SEAs and LEAs may use the SSAE program

funds to support educators in accessing needed technology, in learning how to use it effectively,

and to provide continuous, just-in-time support that includes professional development, mentors,

and informal collaborations. This professional development should support and develop

educators’ identities as fluent users of technology, creative and collaborative problem solvers,

and adaptive experts in the effective selection and implementation of educational technology.

Funds may be used to provide ready access to high-quality content and expertise, and provide

opportunities for more focused, relevant, and continuous professional development. Specifically,

the SSAE program funds may be used to provide educators, school leaders, and administrators

with the professional learning tools, devices, content and resources to do the following activities,

among other allowable uses.

 Provide personalized learning (ESEA section 4109(a)(1)(A)). Personalized learning allows

educators to adjust the pace of learning and to optimize instructional approaches for the needs of

each learner as they strive to meet rigorous expectations for college and career success. Learning
33

objectives, instructional approaches, and instructional content (and its sequencing) all may vary

based on learner needs; and learning activities are meant to be meaningful and relevant to

learners, driven by their interests, and often self-initiated.

49

SPOTLIGHT: Highline Public Schools, a district outside of Seattle with over 20,000

students, implemented personalized learning to create more equitable opportunities for

all of their students. Federal funds were used to support a district taskforce and schoolbased personalized learning leadership teams that worked together to create

personalized, standards-based goals based on learner strengths, needs, language, culture

and aspirations. Students and teachers select tools purposefully for learners to explore

ideas, develop skills and knowledge, design solutions to problems, and create artifacts

that demonstrate learning. Through personalized learning pathways, learners use selfassessment and formative feedback to monitor growth, reflect on their learning and

challenge themselves to reach more rigorous goals. Several indicators improved at the

school, which could possibly be attributed to the personalized learning initiative. After

implementing personalized learning, Highline students showed significant gains between

2014-2015 and 2015-201; for example, 11th grade SBA ELA scores increased from 72%

to 96% and math increased from 67% to 75%. Similarly, 8th grade science scores

increased from 38% to 63% on the state science assessment (MSP). 50 51

Discover, adapt and share high-quality resources (ESEA section 4901(a)(1)(B)). These

high-quality resources include openly licensed educational resources. Openly licensed

educational resources, also referred to in ESEA as “open education resources” and “openly

licensed content” (see ESEA section 4102, for the definition of “digital learning” that includes

these terms), are teaching, learning, and research resources that reside in the public domain or

have been released under a license that permits their free use, reuse, modification, and sharing

with others. Open resources may include full online courses, curated digital collections, or more

granular resources such as images, videos, and assessment items.

52

Many schools are sharing resources. For example Williamsfield Community

School District, a small rural Illinois district with approximately 300 students

was able to replace several textbooks by creating, curating and sharing openly

licensed educational resources tailored for their community. Some textbook funds

were redirected to provide personalized professional learning opportunities for

teachers, librarians, and administrators to create and use openly licensed

educational resources. Collectively, these activities supported the creation of a

cutting edge STEM program with participating students winning multiple awards

 

49 U.S. Department of Education, Office of Educational Technology, Future Ready Learning: Reimagining the Role of Technology in Education, 

Washington, DC, 2016. (NETP16). Available at http://tech.ed.gov/netp/. 50 U.S. Department of Education, Office of Educational Technology, Highline Public Schools: Personalized Learning as a Pathway to Equity,

Washington, DC, 2016. Available at http://tech.ed.gov/stories/highline/ 51 District Reform Support Network: Leading Change: The Emerging Human Capital Landscape in Personalized Learning Initiatives, 2016,

prepared by the Applied Engineering Management Corporation for the U.S Department of Education. Available at

https://rttd.grads360.org/#communities/pdc/documents/12595 52 U.S. Department of Education, Office of Educational Technology, Future Ready Learning: Reimagining the Role of Technology in Education, 

Washington, DC, 2016. (NETP16). Available at http://tech.ed.gov/netp/.
34

at state-level STEM competitions, that otherwise would have been impossible with

traditional resources. Williamsfield also attributes its status of 21st most improved

district in Illinois from 2014 to 2015 to its shift to using openly licensed

educational resources.

 Implement blended learning strategies (ESEA section 4109(a)(4)). These strategies

include a formal education program that leverages both technology-based and face-to-face

instructional approaches that include an element of online or digital learning, combined with

supervised learning time, and student-led learning, in which the elements are connected to

provide an integrated learning experience, and in which students are provided some control over

time, path, or pace. (ESEA section 4102(1)). Funds may be used for ongoing professional

development on how to implement blended learning projects and to support planning activities.

An LEA, for example, may use funds to provide initial professional learning for educators on

effective blended learning model instruction, ongoing collaborative planning time, and ongoing,

job-embedded professional learning opportunities to improve educator practice. These ongoing

opportunities could include access to digital professional learning resources, a collaborative

community of practice, and/or coaching.

 Implement school- and district-wide approaches to inform instruction, support teacher

collaboration, and personalize learning (ESEA section 4109(a)(1)(D)). Technology offers

avenues for teachers to become more collaborative with other educators and community partners

to improve their instruction and to extend learning beyond the classroom. Educators can create

learning communities composed of students; fellow educators in schools, museums, libraries,

and after-school programs; experts in various disciplines around the world; members of

community organizations; and families. This enhanced collaboration, enabled by technology,

may offer access to instructional materials as well as the resources and tools to create, manage,

and assess their quality and usefulness. 

The SSAE funds may be used to provide personalized professional development so that

educators receive tailored, job-embedded support.

SPOTLIGHT: Many schools are focusing on ways to extend learning beyond the classroom. For

example, Kettle Moraine School District in Wisconsin used micro-credentials53 to provide

opportunities for teachers to engage in rigorous, self-paced, job-embedded professional learning

aligned to district goals and connected to the daily skills they need in their classrooms. Teachers

submit learning plans and measurable benchmarks, accomplish that learning in a manner that

best fits their learning needs, apply the learning in their classrooms, submit artifacts, and then

receive compensation based on the learning they demonstrated, as well as a micro-credential.

 

53 Micro-credentials, often referred to as badges, focus on mastery of a singular competency and are more focused and granular than diplomas,

degrees, or certificates. The earning and awarding of micro credentials typically is supported by a technology-based system that enables students

and evaluators to be located anywhere and for these activities to take place everywhere and all the time. Micro-credentials also allow for the

portability of evidence of mastery. Information about the student’s work that earned a badge can be embedded in the metadata, as can the

standards the work reflects and information about the awarder of the badge. As with other data systems, a key goal for the next generation of

micro-credentialing platforms is interoperability with other educational information systems. (NETP16).
35

After the initial successful pilot with 49 teachers, an additional 151 faculty members elected to

earn a micro-credential on personalized learning.54

The SSAE program funds can also be used to help educators learn how to use technology to

increase the engagement of English learner (EL) students and communication with parents

and caregivers of ELs, as well as parents and caregivers who lack English proficiency.

Funds, subject to the 15 percent Special Rule, may be used to build technology capacity and

infrastructure, which includes procuring and ensuring quality of content, and purchasing devices,

equipment and software to increase readiness. For example, an SEA or LEA could choose to

purchase and implement a professional learning platform or software that would support virtual

coaching and/or provide just-in-time professional development that enabled educators to learn

how to use technology more effectively. Educators in rural areas, isolated community schools,

and/or who are the sole teachers in their school or district of particular content, such as the arts or

STEM, may especially benefit from such implementations. Funds could also be used to purchase

or create a system that improves the procurement and evaluation process for identifying solutions

and implementations that match the context of the SEA or LEA. 

The SSAE program funds may also be used to develop or implement specialized or rigorous

academic courses using technology, including assistive technology.

55 (ESEA section 4109(a)(3)). 

For example, the SSAE program funds may be used to provide rural, remote, and underserved

areas with resources to take advantage of high-quality digital learning experiences, digital

resources, and access to online courses taught by effective educators. (ESEA section 4109(a)(6)). 

Separate from the up to 15 percent of funds that may be used to purchase online courses

(technology infrastructure), other technology funds under section 4109 may be used to train

educators on how to implement these online courses. Funds could also be used to expand

professional learning for educators in rural, remote or underserved areas through the use of

virtual coaching models.

Additionally, the SSAE program funds may be used to support professional learning for STEM,

including computer science. Educators, for example, could participate in virtual, blended, or

face-to-face courses and workshops designed to increase their capacity to offer high-quality

STEM courses, such as computer science, engineering, game design and/or other STEM-related

courses. Opportunities to learn how to embed STEM elements, such as engineering design

principles, computational thinking, and app design, within other learning experiences could also

be included.

 

54 U.S. Department of Education, Office of Educational Technology, Washington, DC, 2015. Future Ready: Micro-Credentialing for

Professional Learning. Kettle Moraine School District interviews conducted by American Institutes for Research. Available at

https://youtu.be/hxgyXmqxYEk?list=PLhdwy3ASoEfku27IJ2HAKTJh-ACanSPsg. 55 Assistive technology includes any item, piece of equipment, software program, or product system that is used to improve access for or to

increase, maintain or improve the functional capabilities of persons with disabilities.
36

Schools must make assistive technology available to students with disabilities when that

technology is necessary to provide access to the curriculum for the student to receive a free

appropriate public education under the Individuals with Disabilities Education Act and section

504 of the Rehabilitation Act. When a school provides technology to students without

disabilities, the benefits provided by that technology must also be made available to students

with disabilities in an equally accessible and equally integrated manner. When possible, creation

or procurement strategies should support resources that are “born accessible.”56 For example, an

SEA or LEA could create professional learning, guidance and support structures necessary to

build teacher capacity around accessible resources that are “born accessible” or “born digital,”

and therefore attend to such features as - text descriptions for non-text items (e.g., animations,

images, graphics, and other embedded media), use of color or contrast, and the ways in which

information is organized and presented. As schools and districts use open educational resources,

digital assessments, and online materials, State and district leaders can support teachers in

learning about accessibility and provide trainings, resources and tools that will aid in procuring

the appropriate resources for their students. 

Additionally, acquisition of content creation tools will allow State and local staff to create digital

texts, graphics, learning games, online courses and other resources that include accessibility

features, to ensure educational materials, content, software and learning platforms including

those that are openly licensed and are accessible to all students. Additional examples of effective

use of funds for technology can be found throughout the National Education Technology Plan

and in the Dear Colleague Letter from the Office of Educational Technology. 

Key Questions for Activities to Support Well Rounded Education, Safe and Healthy

Schools and the Effective Use of Educational Technology

1) May an LEA use funds to pay for accelerated learning examinations taken by low-income

students during the 2016-2017 school year? 

Yes. Under the special rule in section 4107(b) of the ESEA, an LEA may use FY 17 funds to

cover part or all of the fees for AP, IB, or other accelerated learning examinations taken by

low-income students in both the 2016-2017 school year and 2017-2018 school year.

Consistent with section 4104(b)(3)(A)(ii), a State may also use funds not reserved for LEA

subgrants or State administrative costs to reimburse the costs of accelerated learning

examinations for low-income students. Under the special rule in section 4104(c), a State

may similarly use funds to pay for accelerated learning examinations taken by low-income

students in the 2016-2017 school year.

 

56 The term “born accessible” is used to convey the idea that content and learning materials, especially in the case of digital materials, can be

created with accessibility features to meet the needs of individuals with disabilities and others build-in from the moment they are created as

opposed to adding accessibility features later on. (NETP16/Benetech).
37

2) Can the SSAE program funds be used to develop and implement emergency operations

plans?

Yes. Any activity that fosters safe, healthy, supportive, and drug-free environments that

supports student academic achievement, including the development and implementation of

an emergency operations plan, is allowable under section 4108.

3) Pay for Success initiatives are an allowable activity under the SSAE program. What is a Pay

for Success initiative?

ESEA section 8101(40) defines "pay for success initiative" as a performance-based grant,

contract, or cooperative agreement awarded by a public entity in which a commitment is

made to pay for improved outcomes that result in social benefit and direct cost savings or

cost avoidance to the public sector.57 Pay for Success initiatives may be particularly wellsuited to interventions that improve the health and safety of students due to the cost savings

often associated with improved outcomes. For additional information please see the

Department’s web page on Pay for Success.

4) What is the scope and applicability of the Special Rule in section 4109(b)?

At least 85 percent of the educational technology funds must be used to support professional

learning to enable the effective use of educational technology. LEAs or consortiums of LEAs

may not spend more than 15 percent of funding in this section on devices, equipment,

software applications, platforms, digital instructional resources and/or other one-time IT

purchases.

Specifically, the statute states that LEAs may not use more than 15 percent for purchasing

technology infrastructure as described in section 4109 (a)(2)(B) which states: "purchasing

devices, equipment, and software applications to address readiness shortfalls" and in section

4109 (a)(4)(A) which states: "blended learning technology software and platforms, the

purchase of digital instructional resources, initial professional development activities, and

one-time information technology purchases."

CONCLUSION 

Throughout the ESEA there is an emphasis on the importance of providing all students with a

high-quality, well-rounded education. In particular, the SSAE program focuses on increasing the

capacity of SEAs, 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) more fully

utilize educational technology to improve the academic achievement and digital literacy of all

 

57 www2.ed.gov/about/inits/ed/pay-for-success/index.html.
38

students. The flexibility of the SSAE program funds allows educators to tailor investments

based on the needs of their unique student populations.

While strong literacy and math skills are essential for success in college, careers, and life,

designing an education system that solely focuses on the demonstration of proficiency in these

areas will never be sufficient for developing well-rounded and engaged students. A wellrounded education allows students to develop skills and knowledge in a wide range of subjects,

becoming expert and passionate about a few, and confident in their quest for more. A

safe and healthy school that addresses the social and emotional well-being of their adults and

students is also part of a well-rounded education. Furthermore, a well-rounded education is

enhanced through the incorporation of educational technology to improve student

outcomes. With the passage of ESSA there is an opportunity for SEAs, LEAs, and schools to

broaden the definition of a well-rounded education. This reauthorization of ESEA provides an

opportunity to get the balance right in places where the focus has become too narrow—and to do

so in ways that and ensure access and equity for all students.

Through this guidance the Department provides resources and tools and also spotlights examples

of innovative strategies to support the effective implementation of the SSAE program. Local

leaders should consider how other Federal, State, and local funds may be leveraged across

programs to maximize the impact of the programs and services that can be provided under the

SSAE program to generate added value and improve outcomes for students. Additionally, SEAs,

LEAs, and schools should thoughtfully consider how partnerships with organizations such as

nonprofits, IHEs, museums, and community organizations might help leverage limited resources.

Regardless of the emphasis or focus, the unique partnerships between schools and community

stakeholders have the potential to expand opportunities for students and improve outcomes. If

there are questions regarding this guidance document or the SSAE grant in general please contact

David Esquith at David.Esquith@ed.gov. 
39

APPENDIX

RESOURCES AND TOOLS BY SUBJECT AREA

The following resources and tools are provided for the reader’s reference . There are many

examples that educators, parents, advocates, administrators, and other concerned parties may

find helpful, and use at their discretion, with respect to implementing Title IV, Part A of the

ESEA. The U.S. Department of Education does not control or guarantee the accuracy,

relevance, timeliness, or completeness of this outside information. Further, the inclusion of links

to items and examples does not reflect their importance, nor are they intended to represent or be

an endorsement by the U.S. Department of Education of any views expressed, or materials

provided.

Well-Rounded Educational Opportunities

Advanced Placement and Dual Enrollment

A Comparison of the College Outcomes of AP and Dual Enrollment Students

(http://research.collegeboard.org/sites/default/files/publications/2015/10/a-comparisonof-the-college-outcomes-of-ap-and-dual-enrollment-students.pdf.pdf) A report on the

college outcomes of AP and dual enrollment students suggests that educators are

increasingly focused on ensuring that students experience a rigorous curriculum in high

school and graduate college and career ready. One way of introducing rigorous course

work is to have students take college-level work, often in the form of either an AP course

and exam or a dual enrollment course. The results indicated that AP students who

obtained at least one score of 3 or higher on an AP Exam performed well on all examined

outcomes of the study except for four-year college enrollment, which was highest for

students who had taken a dual enrollment course affiliated with a four-year college.

Arts Education Research and Policy Clearinghouses

ArtsEdSearch (http://www.aep-arts.org/research-policy/artsedsearch/) an online

clearinghouse of student and teacher outcomes associated with arts learning in and

outside of school. Research studies are vetted for rigor and address a range of outcomes

including academic, cognitive, personal, socio-emotional, and professional. The Arts

Education Partnership (http://www.aep-arts.org/), the manager of ArtsEdSearch, is

supported by the Department and the National Endowment for the Arts through a

cooperative agreement with the Education Commission of the States.

ArtsScan (http://www.aep-arts.org/research-policy/artscan/), also managed by the Arts

Education Partnership, is a searchable database of State policies supporting education in

and through the arts from all 50 States and the District of Columbia.

Preparing Students for the Next America (http://www.aep-arts.org/wpcontent/uploads/2013/04/Preparing-Students-for-the-Next-America-FINAL.pdf ) is a

short research bulletin outlining the research-based benefits of arts education on

preparing students for success in school, work, and life.
40

Civic Education

The Role of Civic Education (http://civiced.org/papers/articles_role.html) provides a

definition of “civic education,” suggests the essential components of a good civic

education, and identifies where and when civic education occurs. The authors provide

general recommendations for where and how civic education can be implemented in K12 instruction. 

College and Career Counseling

A National Look at the High School Counseling Office: What Is It Doing and What

Role Can It Play in Facilitating Students' Paths to College

(http://www.nacacnet.org/research/research-data/nacacresearch/Documents/NACAC_Counseling_PhaseII.pdf), a report produced by the

National Association for College Admission Counseling, uses the nationally

representative High School Longitudinal Study of 2009 (HSLS:09) data from Spring

2012 to examine American high schools’ counseling departments and the factors related

to high school juniors’2 actions, plans, and beliefs surrounding their eventual college

enrollment. More specifically, Part I of the report focuses on what high schools and their

counseling offices are doing to help students make a transition to postsecondary

education.

Environmental Education

Guidelines for Excellence: K-12 Learning (2010) (http://www.gufsee.org/grades-K8/excellence-in-environmental-education-guidelines-for-learning), a guide published by

the North American Association for Environmental Education, offers a vision of

environmental education and promotes progress toward sustaining a healthy environment

and quality of life. The guidelines provide learners, parents, educators, home schoolers,

administrators, policy makers, and the public a set of common, voluntary guidelines for

environmental education.

E-STEM Environmental K-12 Programs, in 2015, the UL company and the North

American Association for Environmental Education (NAAEE) selected five STEM

focused environmental, K-12 education projects to recognize with grants. The awards

recognize efforts by the five non-profit entities to promote E-STEM learning through

projects involving real environmental problems, with each demonstrating success and

innovation in this field. Information on the award-winning E-STEM programs, both in

school and after school, may be found

at: http://ulinnovationeducation.naaee.net/winners.

US Department of Education Green Ribbon Schools inspires schools, districts, and

IHEs to strive for 21st-century excellence, by highlighting promising practices and

resources that all can employ. To that end, the award recognizes schools, districts, and

IHEs that: reduce environmental impact and costs; improve the health and wellness of

schools, students, and staff; and provide environmental education, which teaches many

disciplines, and are especially good at effectively incorporating STEM, civic skills, and

green career pathways. Information on the Department of Education’s Green Ribbon
41

Schools program and past awardees may be found

at: http://www2.ed.gov/programs/green-ribbon-schools/awards.html.

Federal Arts Education Research Reports

The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal

Studies (2012) (https://www.arts.gov/publications/arts-and-achievement-risk-youthfindings-four-longitudinal-studies) examines arts-related variables from four large

datasets – three maintained by the U.S. Department of Education and one by the U.S.

Department of Labor – to understand the relationship between arts engagement and

positive academic and social outcomes in children and young adults of low

socioeconomic status (SES). The analyses show that achievement gaps between high- and

low-SES groups appear to be mitigated for children and young adults who have arts-rich

backgrounds.

Re-Investing in Arts Education: Winning America’s Future (2011)

(http://pcah.gov/sites/default/files/PCAH_Reinvesting_4web.pdf) culminated 18 months

of research, meetings with stakeholders, and site visits all over the country by the

President's Committee on the Arts and the Humanities. The report represents an in-depth

review of the current condition of arts education, including an update of the current

research base about arts education outcomes, and an analysis of the challenges and

opportunities in the field that have emerged over the past decade.

The Arts in Early Childhood: Social and Emotional Benefits of Arts Participation:

A Literature Review and Gap-Analysis (2000-2015)

(https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf)

synthesized findings from 18 recent reports in psychology and education research

journals. These studies focused on the social and emotional outcomes of young children

who participated in art forms such as music, dance, theater, drawing, and painting.

Available from the National Endowment for the Arts Interagency Task Force on the Arts

and Human Development.

Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-

2010 (http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014rev) presents selected

findings from a congressionally mandated study on arts education in public K–12

schools. The data were collected through seven Fast Response Survey System (FRSS)

surveys during the 2009-10 school year.

National Assessment of Educational Progress (NAEP) in the Arts (2008)

(http://nces.ed.gov/nationsreportcard/arts/) measured students' knowledge and skills in

the arts by asking them to observe, describe, analyze, and evaluate existing works of

music and visual art and to create original works of visual art. The results of a 2016

NAEP Arts Assessment of eighth graders’ arts knowledge and skills will be released in

April 2017 (https://www.nagb.org/naep/release-schedule.html).
42

Foreign Languages

What the Research Shows, produced by the American Council on the Teaching of

Foreign Languages (ACTFL) (http://www.actfl.org/advocacy/what-the-research-shows),

provides links to studies that show some of the benefits associated with learning foreign

languages.

Need Indicators for Foreign Language. A tool from ACTFL to help districts assess

their foreign language needs.

(https://www.actfl.org/sites/default/files/publications/reports/ACTFL%20Metric%20Tool

.pdf)

Science, Technology, Engineering and Mathematics, Including Computer Science (STEM)

Successful K-12 STEM Education: Identifying Effective Approaches in Science,

Technology, Engineering, and Mathematics. A report from the National Research

Council Committee on Highly Successful Science Programs for K-12 Science Education,

which offers a framework for understanding “success” in STEM education and discusses

approaches for formal K-12 STEM education including recommendations regarding

inclusive STEM skills.

STEM Learning Is Everywhere: Summary of a Convocation on Building Learning

Systems. A 2014 publication of the Teacher Advisory Council of the National Research

Council, which highlights the multiple settings in which students learn, and the

importance of both in- and out-of-school time in fostering a more seamless learning of

STEM subjects. The report also discusses the new expectations of the Next Generation

Science Standards and the Common Core Standards for Mathematics and Language Arts.

 

President’s Council of Advisors on Science and Technology (PCAST) released a

report in 2010 to highlight opportunities in K-12 STEM education and areas of focus. 

Prepare and Inspire: K-12 Education in Science, Technology, Engineering and Math for

America’s Future. September 2010.

https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stem-ed-final.pdf

The Exploring Computer Science (ECS) program, supported by the National 

Science Foundation, has shown to increase computer science learning opportunities and 

to increase the participation of underrepresented students in computer science. On 

average, ECS students show an increase in self-rated computer science knowledge,

increased persistence on computer science problem solving and higher likelihood to 

pursue additional computer science coursework. The program provides training and 

ongoing professional development for educators and curricular resources. ECS has 

grown from serving students in Los Angeles Unified School District to serving students 

across the country, including the seven largest school districts in the country.

Social and Emotional Learning

CASEL Guide to Effective Social and Emotional Learning Programs

(http://www.casel.org/guide/) provides a systematic framework for evaluating the quality

of SEL programs. The guide applies the framework to identify and rate well-designed,
43

evidence-based SEL programs. The guide also shares best-practice guidelines for district

and school teams on how to select and implement SEL programs.

Social-Emotional Learning Assessment Measures for Middle School Youth

(http://www.search-institute.org/sites/default/files/a/DAP-Raikes-FoundationReview.pdf) from the Raikes Foundation identifies research-based tools that measure

social and emotional well-being of middle school students.

Teaching Adolescents to Become Learners. The Role of Noncognitive Factors in

Shaping School Performance: A Critical Literature Review

(https://consortium.uchicago.edu/sites/default/files/publications/Noncognitive%20Report.

pdf), issued by the Consortium on Chicago School Research, outlines a new framework

for understanding how non-cognitive factors influence the behaviors that drive academic

performance in middle and high school students.

Social Studies

National History Education Clearinghouse. Visiting History: A Professional

Development Guide Teaching History (2013) (http://teachinghistory.org/visiting-history)

Safe and Healthy Students

Asthma Management in Schools

Environmental Protection Agency (https://www.epa.gov/asthma/managing-asthmaschool-environment). This guide offers valuable information for all school staff,

especially school nurses, teachers and maintenance staff, on how to identify and control

common environmental factors in schools that may trigger asthma episodes. Download

the Managing Asthma in the School Environment document to learn how you can help

control asthma at your school and boost student performance.

Bullying and Harassment Prevention

StopBullying.gov (www.stopbullying.gov) provides information from various

government agencies on what bullying is, what cyberbullying is, who is at risk, and how

to prevent and respond to bullying.

Drug and Violence Prevention

Youth.gov (www.youth.gov) is a Federal website related to creating, maintaining, and

strengthening effective youth programs. Included are facts, funding information, and

tools to assess community assets, generate maps of local and Federal resources, and

search for evidence-based youth programs.

Healthy Students

CDC Healthy Schools is a Federal website (www.cdc.gov/healthyschools) with

numerous resources to assist school districts and schools in creating healthy learning

environments, including information related to nutrition, physical activity, obesity

prevention, and the management of chronic conditions. There are also professional

development and training materials for school personnel.
44

National Cancer Institute’s Research-tested Intervention Programs (RTIPs)

(http://rtips.cancer.gov/rtips/index.do) is a database that contains information on

evidence-based cancer control interventions and program materials. Users may search for

interventions that are implemented in school and focus on nutrition, obesity, or physical

activity.

Human Trafficking

U.S. Department of Education Fact Sheet

(http://www2.ed.gov/about/offices/list/oese/oshs/factsheet.html) contains information and

resources related to human trafficking.

Indoor-Air Quality (IAQ)

Environmental Protection Agency (EPA)

(https://www.epa.gov/iaq-schools/indoor-air-quality-tools-schools-action-kit) EPA’s

Indoor Air Quality Tools for Schools Action Kit guidance was designed to assist schools

and districts with reducing exposure to indoor environmental contaminants in schools

through voluntary adoption of sound and effective IAQ management practices. The

Action Kit provides best practices, industry guidelines, sample policies and IAQ

management plans for improving indoor air problems at little or no cost using

straightforward activities and in-house staff. Additionally one can stay connected and

learn about upcoming training opportunities Join the connector network at

(https://www.epa.gov/iaq-schools/forms/how-you-can-stay-connected-school-iaqnetwork)

Positive Behavioral Interventions and Supports

Technical Assistance Center on Positive Behavioral Interventions and Supports

(PBIS) (www.pbis.org) was established by the U.S. Department of Education to define,

develop, implement, and evaluate a multi-tiered approach to technical assistance that

improves the capacity of States, districts, and schools to establish, scale-up, and sustain

the PBIS framework. Emphasis is given to the impact of implementing PBIS on the

social, emotional and academic outcomes for students with disabilities.

Re-entry Programs and Transition Services

Virginia’s Department of Justice sponsors a program to provide regional Reentry

Advocates to help create a seamless reentry process, connect youth to employment and

vocational services and to link youth and families with services in the community.

Reentry Advocates partner with local government agencies, local school districts and

community stakeholders to connect youth and their families with benefits and resources,

employability services and skills training and to connect them with positive adult role

models. http://www.djj.virginia.gov/pages/community/re-entry.htm

Relationship-building Skills

U.S. Department of Education Fact Sheet

(www2.ed.gov/about/offices/list/oese/oshs/teendatingviolence-factsheet.html) contains

information and resources related to relationship-building skills.
45

Safe Schools

Office of Juvenile Justice and Delinquency Prevention’s Model Programs Guide

(http://www.ojjdp.gov/mpg/) includes information on evidence-based juvenile justice and

youth prevention and intervention programs that cover topics such as bullying, discipline,

school climate, school safety, school violence, and truancy.

School Climate

The National Center on Safe Supportive Learning Environments

(safesupportivelearning.ed.gov) is funded by the U.S. Department of Education’s Office

of Safe and Healthy Students to help address issues that affect conditions for learning,

such as bullying, harassment, violence, and substance abuse.

US Department of Education Policy, Guidance, and Resources for School Climate

and Discipline (http://www2.ed.gov/policy/gen/guid/school-discipline/index.html).

Creating a supportive school climate—and decreasing suspensions and expulsions—

requires close attention to the social, emotional, and behavioral needs of all students. 

Administrators, educators, students, parents, and community members can use this site to

find tools, data, and resources to: (a) increase their awareness of the prevalence, impact,

and legal implications of suspension and expulsion; (b) find basic information and

resources on effective alternatives; and (c) join a national conversation on how to

effectively create positive school climates.

School-Based Mental Health Services

Center for School Mental Health (http://csmh.umaryland.edu/index.html) strengthens

policies and programs in school mental health to improve learning and promote success

for America's youth. CSMH advances evidence-based care in schools and collaborates at

local, State, national, and international levels to advance research, training, policy, and

practice in school mental health.

SAMHSA’s National Registry of Evidence-based Programs and Practices (NREPP)

(http://www.nrepp.samhsa.gov/01_landing.aspx) is a registry of substance abuse and

mental health interventions. Users may search for interventions that are implemented in a

school or classroom.

Suicide Prevention

U.S. Department of Education Fact Sheet

(www2.ed.gov/about/offices/list/oese/oshs/suicideprev-factsheet.pdf) contains

information and resources related to suicide prevention.

The National Action Alliance for Suicide Prevention

(http://actionallianceforsuicideprevention.org) is a public-private partnership charged

with advancing the National Strategy for Suicide Prevention.
46

Effective Use of Technology

Characteristics of Future Ready Leadership: A Research Synthesis

(http://tech.ed.gov/files/2015/12/Characteristics-of-Future-Ready-Leadership.pdf) may

prove useful for strategic planning for superintendents, their leadership teams, and those

supporting them in other contexts. It is aligned with the recommendations of the 2016

National Education Technology Plan, designed to ensure that as district leaders work to

become Future Ready they will also be making progress toward implementing the

broader technology vision for the nation. The research synthesis defines exemplary

dimensions of policy and/or practice within four focus areas: collaborative leadership,

robust infrastructure, personalized professional learning and personalized student

learning.

Diagram Center Webinars (http://diagramcenter.org/diagramwebinars.html) hosts a

collection of free training, information sharing and what’s going on in the field based on

the overarching theme of accessibility and making educational materials accessible.

Ed Tech Developer's Guide (http://tech.ed.gov/developers-guide) is a guide for

developers, startups and entrepreneurs addresses key questions about the education

ecosystem and highlights critical needs and opportunities to develop digital tools and

apps for learning. This guide is designed to help entrepreneurs apply technology in smart

ways to solve persistent problems in education.

Expanding Evidence (http://tech.ed.gov/expanding-evidence) outlines new types and

sources of evidence of learning afforded by technology with an aim toward helping

education decision-makers obtain the increased quality and quantity of evidence needed

to fuel innovation and optimize the effectiveness of new learning resources.

Future Ready Interactive Planning Dashboard and Resource Hub

(http://futureready.org/about-the-effort/dashboard/) is a dashboard where district teams

complete an in-depth self-assessment to determine their overall readiness to undergo a

digital transformation, create a vision for student learning, and evaluate what aspects of

the system they must address to make that vision a reality. After completing the selfassessment, each district team receives a customized report that analyzes the district’s

readiness in each of the seven gears of the Future Ready Framework, identifies gaps, and

offers customized strategies and free resources.

Future Ready Schools Infrastructure Guide

(http://tech.ed.gov/futureready/infrastructure) provides practical, actionable information

intended to help district leaders (superintendents, principals, and teacher leaders) navigate

the many decisions required to deliver cutting-edge connectivity and devices to students,

and outlines principles and policies that support capacity building for educational

technology and digital citizenship. It presents a variety of options for district leaders to

consider when making technology infrastructure decisions, recognizing that

circumstances and context vary greatly from district to district.
47

#GoOpen District Launch Packet (http://tech.ed.gov/open-education/go-opendistricts/launch/) is designed for districts that have decided to implement a systematic

approach to incorporating openly licensed education resources into their curriculum.

Learning Analytics (http://tech.ed.gov/learning-analytics) is intended to help

policymakers and administrators understand how learning analytics has been—and can

be—applied for educational improvement while rigorously protecting student privacy.

The National Education Technology Plan 2016 (http://tech.ed.gov/netp/) is the flagship

educational technology policy document for the United States. The 2016 Plan, Future

Ready Learning: Reimagining the Role of Technology in Education, articulates a vision

of equity, active use, and collaborative leadership to make everywhere, all-the-time

learning possible. The principles and examples provided in the document align to the

effective use of technology content area under Title IV, Part A.