001My name is Sar Ramirez in the federal compliance division of the Texas Education 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 uninclusive overview of the title one part D statuto requirements and the every student success act referred to as ESSA in a presentation legal disclaimer. This presentation is intended solely to provide general information and guidance to Texas LEAs, ESC's, nonprofit subrees, and participating private schools receiving equitable services. The content in this presentation reflects the Texas education ay's current understanding of the statute and applicable federal guidance. The content of this presentation is subject to change as a result of future guidance and or other updates provided by federal agencies with regulatory oversight of these programs. This
002presentation does not constitute legal advice and entities are therefore advised to seek legal console regarding information and guidance provided in this presentation before acting upon the information provided. Artificial intelligence AI disclaimer recording use of artificial intelligence. the Texas Education Agency TEA to SNAP permit thirdparty recording or the use of artificial intelligence AI summary services during these grants related trainings. Attendees of TES grants related trainings may not use AI services, language models, applications, interfaces or assists to attend, review or record the trainings. TEA further prohibits any person or entity from using information included in his grants related trainings to train AI technologies. Any attendees of TE's grand related trainings who violate this prohibition may be removed from the trainings and may be barred from attending future granulated trainings. The title one part D statue is located
003in section 1401 of the elementary and secondary education act as a as amended in 2015. This statue outlines the program authorization purposes grantee eligibility and application requirements appropriate uses of funds reporting requirements and other program details. It also establishes the three sub parts of the program. Subarts one and two establish the prevention intervention of programs for 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 student disease act. Subart 3 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 to enable program recipients to meet
004the 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 title one part D subR one program laid out in section 1401 of the SS statute to improve educational services for children and youth and local and tribal state institutions for neglected or delinquent children and youth so that such children and youth have the opportunity to meet the same challenging state academic standards that all children in the state are expected to meet. to provide such children and youth with the services needed to make a successful transition from institutionalization to further schooling or employment. And to prevent at risk youth from dropping out of school and to provide dropouts and children
005and youth returning from correctional facilities or institutions for neglect or delinquent children and youth with a support system to ensure the continued education and involvement of their families and communities. Next, we will cover the different requirements of this program. Provide a description of the procedures to be used to assess the educational needs of the children to be served and to the extent practicable provide such assessment upon entry into correctional facility. Provide an assurance of prioriti prioritizing services to children and youth who are likely to complete incarceration within a 2-year period. Provide a description of the program with annual updates to the state education agency. Provide a description of how the program will meet the goals and objectives of the state plan. Provide a description of how the state agency will consult with experts and provide
006training for appropriate staff to ensure that the planning and operation of institutionwide projects under section 1416 are of high quality. Provide a description how the state agency will use the results of the most recent evaluation under section 8601 will be used to plan and improve the program. Provide data demonstrating that the state agency has maintained the fiscal effort required of a local education agency in accordance with section 8521. Provide a description of how the programs will be coordinated with other prop state and federal programs such as those on the title one of public law 105 220 CTE programs, state and local dropper prevention programs and special education programs. Provide a description on how the state agency will encourage facilities receiving funds under the subp part to coordinate with eleas or alternative education programs to ensure
007student records be shared in order to facilitate transition of such children between the facility and the LEA or alternative education program. Provide a description on how appropriate professional development will be provided to teachers and other staff. Designate an individual in each correction of facility or institution for neglect or delinquent children and youth to be responsible for issues related to transition for such children and youth between facility or institution and local locally operated programs. Provide a description on how the state agency will coordinate with businesses for training and mentoring for children and youth. Provide an assurance that the state agency will 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. Provide an assurance that the state agency will
008work with parents. Provide an assurance that the state agency will work with children and youth with disabilities and assures that the agency will notify the ch 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 correction facility or institution and intends to return to the local school. 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 reenter school and attain regular high school diploma. Once the term of the inceration 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
009youth does not intend to return to school. Provide an 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. Provide a description of how any additional services to be provided to children and youth such as career counseling, distance learning, and assistance in securing student loans and grants. Provide an assurance that the program will be coordinated with any programs operating under juvenile justice in the lucency prevention act of 1974 or other compar programs if applicable and provide a description of how the state agency will 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 this designed to keep such youth in school that are evidence-based.
010There are three facility types served under title one party subart one. An adult correction institution is a facility in which persons under the age of 21 are confined as a result of a criminal offense or 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 state law due to abandonment, neglect or death of parents and guardians. A delinquent institution is a facility either public or private other than a foster home that is for the care of children who have been adjudicated to be delinquent or in need of supervision. Now we will cover eligibility for title one part D. In order for a state agency to be eligible to apply for this program,
011the state agency will be eligible if is responsible for providing free public education for children and youth and institutions for neglect or delinquent children and youth attending community day programs for neglected delinquent children and youth or in adult correction institutions. In Texas, we have two state agencies that are defined as eligible. The Texas Juvenile Justice Department, TGJD, and Wingham School District. By now you heard me mention a 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 a neglected student is a child, youth, or student who has been committed to an institution other than a foster home or voluntarily placed on the applicable state law due to abandonment, neglect, or death of his or her parents or guardians. The official definition
012of delinquent is a child, youth or student who resides in a public or private or 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 the youth is being served and what is being documented. The Texas Education Agency is in charge of conducting compliance monitoring every year. Compliance monitoring occurs in a three-step process. The US Department US Department of Education monitors the state. TEA will monitor the state agency and the state agency monitors the facility. Keep in mind that since the state agency is the one receiving the funding, they are the ones responsible for appropriate implementation of the program. Upon certification and submission of the ESSA consolidated federal grant
013application, state agencies certify that they will comply with all requirements are in statute. All requirements can be found at program specific provisions and assurances posted the TEA 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 application support information section. To monitor compliance of each eligible entity receiving ESSA funds, the state conducts a once every three years monitoring process for state agencies. The program monitor validation process for state agencies addresses the statutory requirements based on program implementation and effectiveness. During the monitoring process, the state asks state agencies to submit documentation for the program compliance requirements. TEA reviews the documentation to determine if the subrantee met the statutory requirements as noted in the monitoring guidance documents. The federal fiscal monitoring division
014is responsible for monitoring expenditures of federal grants of recipients 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 assurances in the preceding application year. State agencies are responsible for indicating the source of documentation used to establish compliance. The documentation to remain on file at the state agency. However, it must be readily available upon request from the Texas education agency for an audit and or validation monitoring purposes. The ESSA consolidated 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
015state defined special LEAs, the Texas Juvenile Justice Department and William School District report enrollments through the eg910 survey of children in state agency facilities for neglected or delinquent children, adult correctional facilities or community programs for neglected or delinquent children data collection tool. This data is subsequently sent to USDE and utilized by USD formulas when determining title one part D subar one formula based allocations to states. More details on the process of determining LEA allocation may be found in SSA funding reference manual that is available in the handbook and other guidance section of TS financing grants website. Enrollment counts aggregated at the state level create a statewide per pupil amount from the title one part D subar grant award to Texas. TGJD and Winham grant amounts equals their report enrollment counts times the per pupil amount.
016Entitlement amounts for the current school year for these and other grants are available in the grants administration division web page. Title one part D subart one is found in the ESA consolated final amounts by LEA. We will now cover some use of funds. When determine determining allowable use of funds, the state agency is responsible to make sure that is reasonable and necessary, reviews the comprehensive needs assessment and looks at the valuation on student achievement. Furthermore, when determining allowable use of funds, always keep in mind EDA requirements as well as local policies and procedures. Here are some of the recommended uses of funds on a title one party separate one as a statute 1415. State agencies may use these funds for concentrate on providing participants with the knowledge and skills needed to make a successful transition
017to secondary school completion, career and technical education, further education or employment may include the acquisition of equipment, pay for success initiatives or providing targeted services for youth who have been come into 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 included by supplementing and improving the quality of education services provided to such children and youth by the state agency and afford children and youth an opportunity to meet the challenging state academic standards. One of the allowable use of funds is to use funds for pay for success initiative. The
018question that comes often is what is a pay for decision initiative? This initiative is 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 a social benefit and direct cost savings or cost avoidance to the public sector. Transition services is considering allowable use of funds. Each state agency agency shall reserve not less than 15% and not more than 30% of the title one part D subart one award it receives for this purpose. Funds reserved under this may be used for projects that facilitate transition 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 who have received a regular high school diploma or is equivalent into
019post-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 to programs provided in institutional settings. Essential support services to ensure access. Essential support services to ensure access include personal career and technical and academic counseling. Placement services designed to place the youth in in a university college or junior college program. information concerning and assistance in obtaining available student financial aid, counseling services, job placement services. Now, let's cover institutionwide projects. A state agency that provides free public education for children and youth. An institution for neglected or delinquent children and youth other than an adult correction institution or attending a community day program for children and youth may use funds received under the subpart
020to serve all children in and upgrade 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 institution of program that provides a comprehensive assessment of the educational needs of all children and youth. Provides for a comprehensive assessment of the educational needs of youth aged 20 and younger in adult facilities who are expected to complete incarceration within a 2-year period. describes the steps the state agency has taken or will take to provide all children and youth under age 21 with the opportunity to meet 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. describes instructional program, specialized instructional support services and
021procedures, including to the extent feasible the provision of mentors for the youth and how relevant and appropriate academic records and plans regarding the continuation educational services are shared to facilitate transition. Specifically describes how funds will be used. Describes measures and procedures that will be used to assess and improve student achievement. describes how the agency has planned and will implement and evaluate the program with personnel providing direct instructional services and support services in such institutions and with TEA includes an assurance 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, subart 3 establishes a program evaluation for subart one and subart 2. In conducting each evaluation under section 1431 little
022a state agency shall use multiple and appropriate measures of student progress. Each state agency shall submit evaluations of 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 must be considered during the program evaluation that takes place once every three 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 for great promotion and high school graduation. Youth who have made a transition to a regular program or other pro educational program operated by a state agency. Youth who have completed high school or is equivalent and obtain employment after leaving the facility. And youth who have participated in post-secary education and or job training
023programs. Now let's look at some resources at the national level. Technical assistance center houses several guidance tools that might be of benefit for state agencies to use. State agencies may visit the NDAC website for more information. Thank you so much for your time and attention. If you have any questions, please reach out at the contact information listed.