Title IV Part A

What is Title IV Part A?

Title IV, Part A of ESSA establishes Student Support and Academic Enrichment (SSAE) grants, which are meant to provide supplemental funding in three specific areas:

  • Provide students with a “well-rounded education”
  • Improve school conditions and health
  • Improve the use of technology in schools

Under the current budget (as of May, 2017) Congress has only approved $400M of an authorized $1.6B. This has resulted in SSAE block grants changing from being formula based to being competition-based at the state level.

Check your state’s DOE website for information about competing for SSAE grants.


What is Title I?

A History Lesson

To understand what Title I is, we should first take a brief history lesson on a very important law – The Elementary and Secondary Education Act of 1965.

The Elementary and Secondary Education Act of 1965 was enacted to provide additional resources for vulnerable students, improving the quality and equality of education for all students. ESEA offered new grants to districts serving low-income students, federal grants for textbooks and library books, created special education centers, and created scholarships for low-income college students. The law also provided federal grants to state educational agencies to improve the quality of elementary and secondary education. It was reauthorized in 2001 as No Child Left Behind (NCLB), and again in 2015 as the Elementary and Secondary Education Act (ESSA.)https://blog.ed.gov/2015/04/what-is-esea/

When ESSA replaced NCLB in 2015, many Music Education advocates were thrilled to see that the bill specifically names Music as part of a well-rounded education. Music is now just as important as Math, Reading, Writing, Social Studies, and of course, the Sciences. Schools covered by Title I are to address any deficiencies using federal funds. For more information about ESSA, please visit: http://www.nafme.org/advocacy/essa/

Title I in Action

Title I addresses the funding needed to close the achievement gap between low-income students and other students under ESSA.

To help states and LEAs meet the standards of ESSA, some federal funding is provided to schools under Title I. A formula takes the percentage of low-income students into account, and directs resources to schools. Some school districts may have a Title I Administrator who helps allocate the funding based on school, district, or state initiatives that address meeting ESSA standards. Larger cities may have an entire administrative department dedicated to Title I for their district, while smaller cities may simply rely on a school principal.

“Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards.” (https://www2.ed.gov/programs/titleiparta/index.html) Every Student Succeeds Act Sec.8002, “Definitions”

How to Seek Title I Funding

Now that you know Music is part of a “Well-Rounded Education” under ESSA, it is time to investigate whether your Music Program may qualify for Title I funding. Read on to explore one possible path to receiving federal funding.

  • Talk to your Principal to find out and get permission to speak with your Title I Coordinator.
  • If you get permission to speak with your Title I Administrator, schedule a meeting to talk with them.
  • Ask them what the district and/or building goals are.
  • Sign up for the Quaver 30-Day Free Preview and start using some of the lessons in your teaching.
  • Take pictures, film your students in action, and make sure to invite administration into your space to see what Quaver can do!
  • Take note of instances where Quaver is supporting your district and building goals.
  • Reference the Cross Curricular Connections in the next section to write a letter to your administration and Title I coordinator about how Quaver will not only fulfill your needs in the music classroom but also how it will meet district and building goals.
  • If you can, collect some data from your classes to support your request.
  • Contact your Quaver Rep to ask for pricing and any other information you may need.
  • Submit documentation to your administration.

Quaver Cross Curricular Connections

English Language Literacy

Quaver has been shown to help “English as a Second Language” learners succeed in Music class. As text appears in conjunction with on-screen graphics, Quaver students begin to associate the words and graphics as one. Our song repertoire features word highlighting, allowing students to better track the words on the screen, and our Keyword Glossary includes Spanish, French, and Haitian Creole translations of important lesson keywords. To assist ESOL students even further, our video content includes closed captioning in English and Spanish.Teachers have access to keywords, definitions, directions, song lyrics and more on most screens throughout the curriculum. There are multiple places to find these resources in a visually engaging format, and many of them can be printed out for Teacher or Student convenience.


  • Printable lyric sheets for every song
  • Lyrics highlighting
  • Closed Captioning on Videos


Whether it is recognizing musical patterns, organizing measures into beats or adding, subtracting, multiplying, and dividing note values when reading music, it would be virtually impossible to grasp these concept without also understanding basic math skills. Quaver’s interactive lessons utilize many activities and games that reiterate math principles and test students’ math knowledge to fully grasp the musical concepts.


  • Students practice counting through rhythm reading
  • Adding note values together when discussing meter
  • Students build patterns to compose music
  • Talk about fractions when discussing note names and duration
  • Students talk about ratios, dotted notes, and decimals when discussing durations, values, and composing rhythms and melodies.


From reading lyrics to music notes on a staff, the curriculum is saturated with tools to help students practically apply their skills. There are Key words for every lesson, animated and highlighted lyrics and leveled E-books on topics such as different musical styles, composers, and music history.


  • Digital Word Wall in every lesson
  • Animated ClassPlay Songs cater to beginning readers
  • ClassPlay Lyrics for higher level readers
  • Leveled reading books for beginner and advanced readers in our History and Style Venues
  • Vocabulary Printables in the craft worksheets location in the Quaver Classrooms
  • Easy tracking with lyric highlighting for when reading music scores and guided reading opportunities
  • Animated stories in the Pre-K curriculum


Composition and Creation are two important aspects to Music and to Writing. Explore resources in Quaver to help engage your learners as they experience Music and practically apply their writing skills in a whole new medium. Watch the students learn and grow as they journal their project experiences, experience the art of story composition and recall, create new works of musical art and compose their own masterpieces.


  • Project books
  • Story telling
  • Project journal reflection time
  • Music Composition activities and projects
  • Evaluating Music and performances
  • Writing lyrics
  • Extra credit writing prompt opportunities

What if you are not Title I eligible?

There are several other options that you can dive into if Title I funding is not a route you can take:

Different Budgets! There are different budgets in your school system other than Music or Fine Arts that may be a good fit:

  • Technology – Quaver is a technology tool and cloud based software that falls under what this budget can possibly purchase.
  • Instructional Materials- Quaver is also considered an instructional material!
  • Textbooks- The program itself may be digital but it is also considered a digital textbook.
  • Wellness – Some teachers have had success obtaining grants related to wellness by demonstrating the large amount of movement found in the Quaver curriculum.
  • Fundraising has graduated beyond simply selling cookie dough or popcorn. Check out our fundraising pages for information on crowdfunding websites, online fundraisers, and out-of-the-box ideas!