The School Improvement Grant program, authorized under section 1003(g) of the Elementary and Secondary Education Act of 1965, allocates funds to states to enable the awarding of grants to school districts for the purpose of providing assistance to schools identified for improvement, corrective action, or restructuring under section 1116, to meet accountability requirements.

The Turnaround Action Grant (TAG), through Title I, Part A 1003, school improvement funds, is provided to districts that are geographically diverse and serve priority and Comprehensive Support and Improvement (CSI) schools. Priority is given to districts that:

• • serve a high number of priority and CSI schools or a percentage of priority/CSI schools that are implementing comprehensive support and improvement plans under ESSA Section 1111(d),
  • demonstrate the greatest need for funds and,
  • demonstrate the strongest commitment to using the funds to invest in the implementation of evidence-based strategies/interventions focused on proven levers of change to facilitate rapid school turnaround.

The Additional Targeted Support and Improvement (ATSI) grants through Title I, Part A section 1003 school improvement funds, is provided to districts that are geographically diverse and serve ATSI schools. Funding priority is provided to districts that:

• serve a high number of ATSI schools or a percentage of ATSI schools that are implementing targeted support and improvement plans under Every Student Succeeds Act SSA § 1111(d),
• demonstrate the greatest need for funds and,
• demonstrate the strongest commitment to using the funds to invest in the implementation of evidence-based strategies/interventions focused on proven levers of change to facilitate rapid school turnaround.

Authorized under the Elementary and Secondary Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA), Title II, Part A is intended to improve teacher and leader quality and focuses on preparing, training, and recruiting high-quality teachers and principals. Title II, Part A provides grants to state educational agencies (SEAs) and subgrants to local educational agencies (LEAs) to: 1. increase student achievement consistent with the challenging state academic standards; 2. improve the quality and effectiveness of teachers, principals, and other school leaders; 3. increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and 4. provide low-income and minority students greater access to effective teachers, principals, and other school leaders. The Title II, Part

A program places a major emphasis on teacher quality as an integral factor in improving student achievement and is designed to increase the number of highly effective teachers and principals.

The purpose of Title III, Part A (Title III) is to improve the education of English learners (ELs) and immigrant children and youth (IY) by assisting students in learning English and meeting the challenging state academic standards. Broadly, local educational agencies (LEAs) can use Title III, Part A funds for items such as resources to support strong English learner (EL) instructional practices, teacher professional development, and EL family support and engagement. (ESSA, Title III, Part A § 3102) Federal funds made available under Title III, Part A shall be used to supplement the level of federal, state, and local public funds that, in the absence of such availability, would have been expended for programs for limited English proficient children and immigrant children and youth (ESEA § 3115(g)).

Title IV, Part A (Title IV) is intended to improve students’ academic achievement by increasing the capacity of state educational agencies (SEAs), local educational agencies (LEAs), and local communities to: – provide all students with access to a well-rounded education, – improve school conditions for student learning, and – improve the use of technology in order to improve the academic achievement and digital literacy of all students.

The purpose of Tennessee's Migrant Education Program is to assist the state in supporting high-quality and comprehensive educational programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves.

The program aims at identifying and servicing children (between the ages of 3 and 21) who are, or whose parents or spouses are, migratory agricultural workers, including migratory dairy workers, or migratory fishermen, and who, in the preceding 36 months, traveled across division/state lines in order to obtain, or accompanied such parents or spouses, in order to obtain, temporary or seasonal employment in agricultural or fishing activity.

In providing services with migrant education funds, programs must give priority to migratory children who are failing or most at risk of failing, to meet Tennessee's challenging content standards and whose education has been interrupted during the regular school year.

On June 25, 2022, President Biden signed the Bipartisan Safer Communities Act (BSCA) into law. This legislation expands mental health services and provides additional support for states and local educational agencies (LEAs) to design and enhance initiatives that will promote safer, more inclusive, and positive school environments for all students, educators, and school staff. The BSCA includes $1 billion through Title IV, Part A of the Elementary and Secondary Education Act (ESEA) for state educational agencies (SEAs) to award competitively subgrants to high-need LEAs to establish safer and healthier learning environments, and to prevent and respond to acts of bullying, violence, and hate that impact school communities at individual and systemic levels. The U.S. Department of Education has designated this component of the BSCA the Stronger Connections Grant (SCG) program.

The purpose of the SCG program is to establish safer and healthier school learning environments, and to prevent and respond to acts of bullying, violence, and hate that impact school communities at individual and systemic levels, among other programs and activities. In general, SCG funds may be used for activities authorized under ESEA Title IV, Part A § 4108, otherwise known as the Safe & Healthy Students focus area. In Tennessee, the SCG will be structured around allowable activities in four (4) focus areas: 1. Mental Health/Social Emotional Learning (SEL) Supports for Students 2. Mental Health/SEL Professional Development (PD) for Educators, School Resource Officers (SROs), Administrators, and Other Staff 3. Family and Community Engagement (e.g., training, resources, and activities for families and communities focused on mental health/SEL) 4. Improving School Climate and Culture