The Title IV-A Technical Assistance Center (T4PA Center) operates on behalf of the U.S Department of Education, Office of Safe and Supportive Schools and provides state education agencies with dedicated support for implementing the Title IV, Part A Student Support and Academic Enrichment program, the Stronger Connections Grant program, and the Expanding Access to Well-Rounded Courses demonstration grant program. This document provides an overview of the T4PA Center's mission and activities.

This information sheet provides an overview of the Bipartisan Safer Communities Act Stronger Connections Grant (SCG) program, which allocated $1 billion for SEAs to competitively award to high-need LEAs to create safer and healthier learning environments. It includes information on SCG program administration and links to key resources.

This training, designed for Title IV-A SEA staff to deliver to LEA staff, includes an overview of the levels of evidence referenced in the Elementary and Secondary Education Act (ESEA) and a resource LEAs can use to identify evidence-based programs and practices. The accompanying Train the Trainer Manual provides details, recommendations, and tips for training preparation, setup, and delivery as well as detailed instructions on how to facilitate each training slide with recommended resources and materials for further learning.

This asynchronous training video reviews the Title IV-A LEA Needs Assessment Tool that the T4PA Center developed in partnership with the U.S. Department of Education to support LEAs with conducting needs assessments to inform Title IV-A programming decisions. The training reviews the requirements and benefits of conducting a needs assessment for the Title IV-A program, explains the tool’s components, and describes ways to customize the tool for different LEAs’ contexts and available resources.

This toolkit provides the framework and materials to help SEAs create spaces for LEAs to collaborate at in-person events, using a facilitation model called the Title IV-A Café. The Toolkit, which consists of a Facilitator’s Guide and Presentation Template, can help SEAs plan and implement a series of in-person sessions that allow LEAs to connect in small groups with their peers to discuss key topics related to administration or implementation of the Title IV-A program.

Provides an overview of each stage of implementation (i.e., exploration, installation, initial implementation, and full implementation) and the activities necessary to reach the intended outcomes of each stage.

This tool is designed to assist Title IV-A State Coordinators with identifying staff members, offices, agencies, and organizations within their states that can help (1) implement training and technical assistance in the three Title IV-A content areas across their states and (2) foster coordination and cooperation across state-level organizations and offices with shared goals.

This brief addresses how menstrual equity impacts student attendance, learning social and emotional well-being, and physical health. Title IV, Part A funds may be used to increase menstrual equity under the Safe and Healthy Students content area.

This coaching guide helps Title IV, Part A State Coordinators (SCs) improve the technical assistance related to equitable services consultations provided to local education agencies (LEAs). It features tips, examples, and resources that SCs can adapt to support their LEAs as they aim to increase the quality and success of their equitable services consultations.

This brief is intended to help State coordinators take a cross-cutting view of needs across their local education agencies (LEAs) and use their findings to strategically distribute funds or plan accompanying training and technical assistance to maximize impact on schools. It can also be used to help LEAs assess and address needs at the district level.

This information sheet describes the process of, and best practices for, identifying, selecting, and implementing evidence-based practices and programs (EBPs). State coordinators (SCs) can use the tools and resources included in this information sheet to guide and work alongside LEAs that want to use EBPs in their work.

This coaching guide provides information and strategies to State coordinators (SCs) that focus on ensuring that LEAs write high-quality objectives and outcomes for their Title IV-A program. Included for consideration are references to statutory requirements, non-regulatory guidance, topic-specific examples, and related resources in one easy-to-access location.

This information sheet explores ways to use Title IV, Part A funds to support new and innovative programming and services. State and local education agencies can engage in the cycle of innovation and sustainability to generate, implement, and sustain effective programs and activities, as supported by the statute. Tips for promoting and sustaining innovation and additional resources are provided.

This resource shares considerations for State coordinators (SCs) as they plan how to use State education agency communication channels to disseminate information about the state’s Title IV, Part A (Title IV-A) program to a wide range of audiences. In addition to laying out a process for communications planning, the resource includes information about common communications terms and questions to help SCs plan for and engage in conversations about Title IV-A dissemination efforts.

This brief helps State education agencies (SEAs) prepare local education agencies (LEAs) for the state-level monitoring through a seven-step process designed to support LEAs in understanding the full scope of the monitoring process, build transparency with the selection and review process, and provide clear instructions for the pre-monitoring, monitoring review, and post-monitoring process.

This coaching guide will help Title IV, Part A (Title IV-A) State coordinators (SCs) coach staff members from local education agencies (LEAs) to think creatively about using funds within the Effective Use of Technology (EUT) category beyond typical activities such as supporting professional learning opportunities and purchasing equipment like laptops or other devices.

This resource highlights areas within the Title IV, Part A statute that discuss science, technology, engineering, arts, and mathematics (STE(A)M) learning, and shares indicators of effective STE(A)M courses and activities with an emphasis on equity. It also provides sample questions and additional resources for State coordinators (SCs) to utilize when working with local education agencies (LEAs) on STE(A)M programming.

This information sheet provides State coordinators (SCs) with methods to identify and promote successful local education agency (LEA) programming that supports Title IV, Part A goals. SCs can use the tips in this resource to help raise the visibility of LEAs’ success stories, inspiring LEA peers to learn from one another and potentially replicate promising programs or activities.

This resource summarizes how the Utah State Board of Education (USBE) used Title IV-A state set-aside funds to create a Standards Implementation Institute (SII) and promote more intentional instructional design through content integration. These activities incorporated training series, professional development, and lesson planning templates.

This resource offers advice on how State coordinators can communicate both state and Federal Title IV-A requirements to local education agencies (LEAs) in ways that (1) ensure LEAs are aware of the requirements and (2) encourage LEAs to implement them with fidelity. It outlines steps for setting a foundation for positive communications with LEAs, crafting effective communications, and providing additional supports once information is shared.

This information sheet explores strategies that local education agencies (LEAs) receiving Title IV-A allocations of less than $30,000 can use to maximize the impact of Title IV-A funds, support meaningful programming, and improve student outcomes. Strategies described include braiding or blending funds, forming consortia with other LEAs, establishing community partnerships, and funding short-term projects.

This document provides information about ways to maximize funding by employing two techniques — braiding and blending funds. State education agencies (SEAs) and local education agencies (LEAs) can use these strategies to help maximize the impact of funds and improve student outcomes.

This resource provides Title IV, Part A (Title IV-A) State coordinators with information and resources for designing local education agency (LEA) applications for Title IV-A funds. It suggests processes for designing LEA applications that align with statutory requirements and shares helpful tools, resources, and examples of existing state application materials to support the development and completion of applications.

This brief is designed to help Title IV, Part A (Title IV-A) State coordinators understand how Title IV-A defines effective professional development (PD) and its evaluation as well as how Title IV-A funds may be used to support PD activities. It includes a comprehensive summary of the Title IV-A statute that addresses PD, a description of various types of PD that can be supported under technical assistance, and best practices for evaluating PD at the State education agency and local education agency levels.

This product is intended to help State Coordinators read and interpret education research. Its content includes how to access and read education research, essential questions to answer when reading research, and tips for sharing helpful research. It concludes with a glossary of commonly used education research terms. Regardless of users’ varying levels of familiarity with research methods, interpretation, or terminology, this resource offers information applicable to a range of skill levels.

This information sheet highlights challenges, considerations, and best practices for Title IV, Part A State Coordinators working to help local education agencies (LEAs) increase student access to advanced learning opportunities. It includes suggested strategies that state education agencies and LEAs can use to support special populations of students and their families as they contend with barriers within the education system.

This information sheet examines parent and family engagement related to Title IV, Part A activities, with an emphasis on equity. It highlights challenges and shares best practices that State Coordinators and local education agencies can use to support students and families who face challenges within the education system.

Spotlights work of the the Alabama State Department of Education (ALSDE). ALSDE convenes a Title IV, Part A Advisory Committee as part of the training and technical assistance the Title IV-A team provides to local education agencies (LEAs). The Committee helps to increase engagement with LEAs and to support and advise ALSDE's two-person Title IV-A team.

Spotlights work of the Arizona Department of Education (ADE). Using Title IV-A state set-aside funds, leveraging internal staffing expertise, and collaborating with other state agencies and local partners, the ADE provides a variety of options for Title IV-A training and technical assistance to local education agencies across the state. This spotlight describes three standout approaches.

Spotlights work of the Indiana Department of Education (IDOE). IDOE implemented a statewide competitive grant program, entitled Innovation Grants, using state set-aside funds. The grants helped LEAs realize the power and flexibility of Title IV-A funds.

Spotlights the work of the Nebraska Department of Education, and eight of the SEA’s school districts. In 2019, the eight districts united their Title IV-A funds to create a consortium leveraging these dollars to deliver mental health services across the region. This program marks the first time a mental health provider is available to work with students, teachers, and families within this consortium’s districts.

Spotlights work of the New Hampshire Department of Education (NHDOE). NHDOE leveraged state set-aside funds to implement regularly scheduled Virtual Office Hours. The training and technical assistance provided during these events has helped local education agencies develop a greater understanding of Title IV-A, its purpose, allowable uses of funds, and both Federal and NHDOE program requirements. 

This brief presents strategies and approaches to identifying, collecting, and reporting data on programmatic outcomes from local education agencies (LEAs) who are Title IV-A grant subrecipients in their states.

U.S. Department of Education (ED), Office of Safe and Supportive Schools (OSSS) and the U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration (SAMHSA) hosted the Substance Use Disorder (SUD) Prevention and the Role of Peer Recovery Support Services (PRSS) Webinar. Dona Dmitrovic, Director, Center for Substance Abuse Prevention, and Erin Wick, Director of Behavioral Health and Student Support, Capital Region ESD 113, served as presenters and provided insight into what PRSS are, the resources available for school settings, and what is needed to set up an appropriate network.

This information sheet reviews the value of focusing on mental health in schools, with an emphasis on leveraging technology. It highlights practical recommendations Title IV-A State coordinators can share with local education agencies (LEAs) to support their efforts to promote mental health strategies and skills, including links to resources LEAs and school staff may find useful for planning and implementation.

This resource provides state education agencies (SEAs) with information about delivering a well-rounded education through distance learning for all students by creating and expanding access to educational opportunities. Specifically, this resource discusses considerations for ensuring that a diverse curriculum is made available to students and how it may be adapted for a distance learning environment. Ways to address challenges accessing instructional content in a distance learning context are also discussed. This resource can help SEAs support local education agencies (LEAs) in offering distance learning courses, programs, and activities that allow for a well-rounded education. Checklists are provided to support SEA reviews of LEA applications for funds to support distance learning. Appendices provide selected distance learning strategies and resource suggestions.

This resource features two tools to help State education agencies (SEAs) streamline their local education agency (LEA) Title IV, Part A application review process: a checklist and a two-part rubric. The checklist will aid SEAs in ensuring that applications solicit all information from LEAs as required by the statute, whereas the rubric gives SEAs a way to quantify the quality of an LEA’s application. Both tools are designed to help SEAs ensure the LEA applications meet minimum statutory requirements. 

This resource contains a tool that State education agencies (SEAs) can use to assess their performance while working to meet Title IV, Part A requirements. The self-assessment can help SEAs identify which grant administration activities and functions it is doing well and where activities could be improved or more fully implemented. The resource also provides suggestions for ways that SEAs can approach priority setting and next steps, and offers links to relevant resources.

This action guide provides six steps for setting up a Title IV-A reporting process in an SEA. State Coordinators (SCs) can use the guide’s built-in tracking features to monitor the process of reporting activities within the SEA.

This resource is an operational guide for state coordinators as they explore strategies and approaches to providing training and technical assistance (T/TA) for local education agencies (LEAs) in their states. The recommendations and resources here can be applied broadly to T/TA across Title IV, Part A topic areas.

The purpose of this guide on developing stakeholder relationships is to assist State education agencies (SEAs) and local education agencies (LEAs) in engaging and developing meaningful relationships with a variety of stakeholders and community-based partners.

The purpose of the Effective Use of Technology (EUT) Resource Guide is to assist local education agencies (LEAs) in thinking through how to best use Title IV, Part A (Title IV-A) funds. This guide builds on the Title IV-A LEA Needs Assessment process and prompts LEAs to consider their technology infrastructure, identify areas of need, and think through strategies for addressing those needs.

This Evaluation Guide (Guide) is intended to serve as a companion piece to the Title IV, Part A (Title IV-A) LEA Needs Assessment Tool (Tool). The Tool prompts local education agencies (LEAs) to think first about the desired outcomes, then work backward to identify the programs, projects, or activities (interventions) that will best serve those outcomes under the Title IV-A statute. This Guide offers a high-level overview of the evaluation cycle and can assist LEAs in evaluating whether a selected program is meeting the needs and desired goals identified in the Tool.

If a local education agency (LEA) expresses a need in addressing exclusionary discipline, Title IV, Part A State coordinators can use the following information to support LEAs as they conduct their needs assessment, prepare their LEA application, consider how to evaluate their effort, and/or seek additional information. The

If a local education agency (LEA) expresses a need in addressing school mental health support and services, Title IV, Part A State coordinators can use the following information to support LEAs as they conduct their needs assessment, prepare their LEA application, consider how to evaluate their effort, and/or seek additional information.

If a local education agency (LEA) expresses a need in addressing school preparedness (safety, security, and emergency management), Title IV, Part A State coordinators can use the following information to support LEAs as they conduct their needs assessment, prepare their LEA application, consider how to evaluate their effort, and/or seek additional information.

If a local education agency (LEA) expresses a need in supporting the effective use of technology to personalize learning, Title IV, Part A State coordinators can use the following information to support LEAs as they conduct their needs assessment, prepare their LEA application, consider how to evaluate their effort, and/or seek additional information.

The purpose of this school mental health (SMN) primer and resource guide is to assist State education agencies (SEAs) and local education agencies (LEAs) in identifying key approaches for addressing mental health concerns in schools, particularly those in rural and under-resourced areas.

The purpose of the Preventing School Dropout Brief Resource Guide is to assist State education agencies (SEAs) and local education agencies (LEAs) in reducing school dropout rates.

The purpose of this resource guide on selecting evidence-based programs (EBPs) is to inform State education agencies (SEAs) and local education agencies (LEAs) of the requirements outlined as part of the Title IV, Part A statute, and to provide a starting point for identifying and selecting interventions, curricula, and other resources with a credible research base.

This document provides information about the Title IV, Part A Student Support and Academic Enrichment Program. Topics include a program overview, program administration information, allocation amounts, Title IV-A content area information, a description of the T4PA Center, and links to selected T4PA resources.

The U.S. Department of Education (Department) has developed this comprehensive LEA needs assessment tool (Tool), which SEAs can share with LEAs. State Coordinators may opt to adopt the Tool for their use, offer the Tool as an option for LEAs, or offer an alternative tool or resource. The Tool includes outcome-focused indicators. Collecting and analyzing outcome data during a needs assessment can help LEAs identify where their schools are facing challenges and stay focused on those outcomes as they implement their Title IV, Part A program.