001Hello, my name is Kerala Ramirez in the federal compliance division at the Texas Civic Agent Agency. This presentation will provide a basic overview of the Title One Part D program. This presentation provides general program information and should not be used as an all-inclusive overview of all Title One Part D statutory requirements in the Every Student Succeeds Act referred to as ESSA in the presentation. Legal disclaimer. This presentation is intended forformational and guidance purposes only. The content in this presentation reflects the Texas Education Agency's current understanding of statue and applicable federal guidance and is subject to change. This presentation does not constitute legal advice. Entities are advised to consult with their own legal council before taking any action based on the information and guidance provided herein. This presentation is copyrighted by tea can only be used,
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003grants related trainings. The title one part D statue is located in section 1401 of the elementary and secondary act SEI as amended in 2015. This statue outlines the program authorization purposes grant eligibility application requirements appropriate uses of funds reporting requirements and other program details. It also establishes the three subparts of the program. Supports one and two establish the prevention and intervention programs for children and youth who are neglected, delinquent, or at risk. This law provides supplemental funding to state and local education agencies as part of the elementary and secondary act as amended by the every students disease act. Subart three establishes program evaluations that must be conducted for any programs under separate one and two. These funds are dedicated to improving educational services to children and facilities for the neglected or delinquent. The goal is
004to enable program recipients to meet the same student performance standards that all children in the state are expected to meet. Improve academic performance will facilitate the transition of students from correctional programs to further education or employment. There are three purposes of the title one part D subpart one program laid out in section 1401 of the SS statute. One is to improve educational services for children and youth in local and tribal state institutions for neglected of delinquent children and youth so that such children and youth have the opportunity to meet the same challenging state academic standards that all children instead of expected to meet. then is to provide such children and youth with the services needed to make a successful successful transition from institutionalization to further schooling or employment. And to prevent at risk youth from
005dropping out of school and to provide dropouts and children and youth returning from correctional facilities or institutions for neglected or delinquent children and youth with a support system to ensure the continued education and involvement of their families and communities. Now let's go over the title one party separate one requirements. Let's starts with requirement one through five. Number one provide a description of the procedures to be used to assess educational needs of the children to be served and to the extent practicable provide such assessment upon entry into a correctional facility. Two, provide an assurance of prioritizing services to children and youth who are likely to complete incarceration within a 2-year period. Three, provide a description of the program with annual updates to the state education agency. Four, provide a description of how the program will meet
006the goals and objectives of the state plan. Five, provide a description of how the state agency will consult with experts and provide training for appropriate staff to ensure that the planning and operation of institutionwide projects under section 1416 are of high quality. Now let's cover requirements 6 through9. Six, provide a description how the state agency will use the results of the most recent evaluation under section 861 will be used to plan and improve the program. Seven, provide data demonstrating that the state agency has maintained the fiscal effort required of a local education agency in accordance with section 8521. Eight, provide a description on how the programs will be coordinated with other appropriate state and federal programs such as those under title one of public law 105 through 220, CTE programs, state and local dropper prevention
007programs and special education programs. Nine, provide a description on how the state agency will encourage facilities receiving funds under this subpart to coordinate with LEAs or alternative alternative education programs to ensure student records be shared in order to facilitate transition of such children between the facility and the LEA or alternative education program. 10. Provide a description on how appropriate professional development will be provided to teachers and other staff. 11. Designate an individual in each correction of facility or institution for neglected or delinquent children and youth to be responsible for issues relating to transition for such children and youth between facility or institution and locally operated programs. 12. Provide a description on how the state agency will coordinate with businesses for training and mentoring for children and youth. 13. Provide an assurance that the state agency
008will assist in locating alternative programs through which students can continue their education if the students are not returning to school after leaving the correctional facility or institution. 14. Provide an assurance that the state agency will work with parents. 15. Provide an assurance that the state agency will work with children and youth with disabilities and assures that the agency will notify the child's or youth's local school if the child or youth is identified as in need of special education services. while the child or youth is in the correctional facility or institution and intends to return to the local school. 16. Provide an assurance that the state agency will work with children and youth who dropped out of school before entering the correctional facility or institution and encourage the children and youth to re-enter school and attain
009regular high school diploma once the term of the canceration is completed or provide them with the skills necessary to gain employment. continue education or achieve a secondary school diploma or is recognized equivalent if the child or you does not intend to return to school. 17. Provide assurance that certified or licensed teachers and other qualified staff are trained to work with children, youth with disabilities, and other students with special needs. 18. Provide a description of any additional services to be provided to children and youth such as career counseling, distance learning, and assistance in securing student loans and grants. 19. Provide assurance that the program will be coordinated with any programs operated under Juvenile Justice and Delinquency Prevention Act of 1974 or other comparable programs if applicable and 20. Provide a description of how the state agency
010will to the extent feasible note when a youth has come into contact with both the child welfare and juvenile justice systems and deliver services and interventions designed to keep such youth in school that are evidence-based. There are three types of facilities served on the title one party D subart one adult correctional institutions which is a facility in which persons under the age of 21 are confined as a result of a criminal offense conviction. A neglected institution is a facility either public or private other than a foster home that is operated for the care of children who have been committed or placed by the state by state law due to abandonment, neglect or death of parents, guardians. A delinquent institution is a facility either public or private other than a foster home that is for the
011care of children who have been adjudicated to be delinquent or in need of supervision. Now we will cover eligibility for title one part D. A state agency is eligible for the a if the agency is responsible for providing free public education for children and youth and institutions for neglected or delinquent children and youth attending community day programs for neglected delinquent children and youth or are in adult correctional institutions. In Texas, we have two state agencies that are defined as eligible. the Texas Juvenile Justice Department and Wingham School District. By now, you have heard mentioning of neglected and delinquent multiple times. Before we go any further, let's take a look at the definition of each term. The official definition of neglected student is a child, youth, or student who has been committed to an institution other
012than a foster home or voluntarily placed under applicable state law due to abandonment, neglect, or death of his or her parents or guardians. The official definition of delinquent is a child, youth, or student who resides in a public or private residential facility other than a foster home that is operated for the care of children and youth who have been adjudicated delinquent or in need of supervision. The state agency will make the decision of what you is being served and what is being documented. The Texas Education Agency is in charge of a conducting compliance monitoring every year. Compliance monitoring occurs in a three-step process. The US Department of Education monitors the state, TA will monitor the state agency, and the state agency monitors the facility. Keep in mind that since the state agency is the one
013receiving the funding, they are respons they are the ones responsible for the appropriate implementation of the program. Upon certification and submission of the ESA consolidated federal grant application, state agencies certify that they will comply with all requirements noted in statute. All requirements can be found in the program specific provisions and assurances posted on the TA grant opportunities page. For a link to the program specific provisions and assurances, search by the grant application name and review the information located in the application and support information section. To monitor the compliance of each eligible entity receiving ESSA funds, the state conducts a once every three years monitoring process for state agencies. The program management validation process for state agencies addresses statutory requirements based on program implementation and effectiveness. During the monitoring process, the state asks state agencies to
014submit documentation for the program compliance requirements. TEA reviews the documentation to determine if the subgrantee met the statutory requirements as noted in the monitoring guidance documents. The federal fiscal monitoring division is responsible for monitoring expenditures of federal grant subreients to ensure federal funds are used for authorized purposes in compliance with federal statutes, regulations, and the terms and conditions of federal awards. The ESSA consolidated compliance report is completed by state agencies annually to document that they have complied with the program specific provisions and asurances in the preceding application year. State agencies are responsible for indicating the sources of documentation used to establish compliance. The documentation is to remain on file at the state agency. However, it must be readily available upon request from the Texas education agency for audit and or validation monitoring purposes. The ESSA
015consolidation compliance report will assess specific statutory requirements. Title one part D subart one allocation of funds are allocated to state agencies serving neglected and delinquent populations. Each calendar year, two state defined special LEAs, the Texas Juvenile Justice Department and Winham School District report enrollments through the egrants SC910 survey of children in state agency facilities for neglected or delinquent children, adult correctional facilities or community day programs for neglected or delinquent children data collection. This data is subsequent sent to USDE and utilized by USDE formulas when determining title one part D support one formula based allocation states. More details on the process of determining LEA allocation may be found in the SF funding formulas reference manual that is available in the handbooks and other guidance section of TS finance and grants website. Enrollment counts are aggregated at
016the state level. Create a statewide per pupil amount from the title one part visa per one grant awarded to Texas. The Texas Juvenile Justice Department and Wayham grant amounts equals the reported enrollment counts times the per pupil amount. Entitlement amounts for the current school year for this and other grants are available on e- grants administration division web page. Title one part D separate one is found in the essay consolidated final amounts by LEA. We will now cover some use of funds. When determining allowable use of funds, the state agency is responsible to make sure that is reasonable, necessary, reviews the comprehensive needs assessment, looks at the valuation of student achievement. Furthermore, when determining allowable uses of funds, always keep in mind requirements as well as local policies and procedures. Here are some of the recommended
017uses of funds under the title one part D subar one SS statute 1415. State agencies may use this funds for concentrate on providing participants with the knowledge and skills needed to make successful transition to secondary school completion, career and technical education, further education or employment. It may include the acquisition of incl equipment, pay for success initiatives, or providing targeted services for youth who have come in contact with both the child welfare system and the juvenile justice system. shall be designed to support education services that are provided to children and youth identified by the state agency as failing or most at risk of failing to meet the challenging state academic standards. respond to the educational needs of such children and youth, including by supplementing and improving the quality of the educational services provided to such children
018and youth by the state agency and affords the children and youth an opportunity to meet the challenging state academic standards. One of the allowable uses of funds is to use funds for pay for success initiative. The question that comes often is what is a pay for success initiative? This initiative is a performancebased 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. Transition services is considered an allowable use of funds. Each state agency shall receive not less than 15% and not more than 30% of the title one part D support one award it receives for this purpose. Funds reserved under this may be used for projects that facilitate
019transition between institutions operated by state agencies and LEAs. Transition services support the successful re-entry of youth offenders who are age 20 or younger and have received a regular high school diploma or as equivalent into post-secary education or career and technical training programs through strategies for exposure to and preparation for programs and services such as programs allowing youth to outit or attend college, university, or community college campuses through programs provided in institutional settings essential support services to ensure access. What classifies as essential support services to ensure access? This include personal career and technical and academic counseling placement services designed to place the youth in a university college or junior college program. information concerning and assistance in obtaining available student financial aid, counseling services, and job placement services. Now, let's go over institutionwide projects. A state agency
020that provides free public education for children and youth in an institution for neglected or delinquent children and youth other than an adult correctional institution or attending a community day program for such children and youth may use funds received under this subpart to serve all children in and upgrade the entire educational effort of that institution or program. If the state agency has developed and the state education agency has approved a comprehensive plan for the institutional program. Such comprehensive plan provides for a comprehensive assessment of the educational needs of all children and youth. provides for a comprehensive assessment of the education and needs of youth aged 20 and younger in adult facilities who are expected to complete the incarceration within a 2-year period. describes the steps the state agency has taken or will take to provide all
021children and youth under age 21 with the opportunity to meet the challenging state academic standards in order to improve the likelihood that the youth will attain a regular high school diploma or equivalent or find employment after leaving the institution. It describes in instructional program specialized instruction support services and procedures including to the extent feasible the provision of mentors for the youth and how relevant and appropriate academic records and plans regarding the continuation of educational services are shared to facilitate transition. It specifically describes how funds will be used. It describes measures and procedures that will be used to assess and improve a student achievement. It describes how the agency has planned or will implement and evaluate the program with personnel providing direct instruction services and support services in such institutions and with TEA. It includes an
022assurance that the state agency has provided for appropriate training for teachers and other instructional and administrative personnel to enable such to carry out the project effectively. Now we will go over program evaluation. As mentioned previously, subpart 3 establishes a program evaluation for subart one and subart two. In conducting each evaluation under section 4031a, state agencies shall use multiple and appropriate measures of student progress. Each state agency shall submit evaluation results to tea. Use the results of evaluations to plan and improve subsequent programs for participating children and youth. Section 1431 mentions five different impact areas that are must be considered in the program evaluation that takes place once every 3 years. These are youth who have maintained and improved education achievement and graduated from high school. Youth who have acrewed school credits that meet state requirements
023for get promotion and high school graduation. Youth who have made a transition to a regular program or other educational program operated by a state agency. Youth who have completed high school or is equivalent and obtained employment after leaving the facility. and youth who have participated in post-secary education and or job training programs. Now, let's go over some available resources. The National Technical Assistance Center houses several guidance tools that may be of benefit for state agencies to use. State agencies may visit the end website for more information. Thank you so much for your time and attention. If you have any questions, please reach out to the contact information listed.