Teal Community Call (November 21, 2018)

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Teal Community Call (November 21, 2018)

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Call Date

Wednesday, November 21, 2018 - 10:00am

Agenda

  • Welcome & Introductions
    • New ND Coordinators and Community Members
    • Introductions of All Community Members
  • Updates from NDTAC
    • NDTAC Adolescent Literacy Guide and Webinar
    • New Resource: Use of Funds Tip Sheet
    • Topical Call in December Focusing on Use of Funds 
    • Conference Presentation Opportunities 
  • Emerging Topics in the Teal Community
  • Save the date! December Office Hours

Notes

Updates from NDTAC

  • NDTAC Adolescent Literacy Guide and Webinar

Although a wide range of abilities often are represented in any cohort of students in a juvenile justice facility, a substantial number experience gaps in skills at the basic levels of phonological processing, oral reading fluency skills, and low levels of comprehension.

This webinar will highlight NDTAC’s recently released Meeting the Literacy Needs of Students in Juvenile Justice Facilities Second Edition. Author Dr. Terry Salinger will provide an overview of the Adolescent Literacy Guide and present the four research-based recommendations and the associated action-oriented strategies for increasing opportunities for students to improve their literacy skills and life-long literacy outcomes including:

  • Ensuring facilities have necessary infrastructure,
  • Using data for decision making,
  • Providing comprehensive literacy programs, and
  • Structuring intensive interventions.

The webinar will also feature educators from a juvenile justice facility who are implementing one or more of the recommendations and strategies found in the guide as well as a list of resources for additional support.

This would be a great opportunity to share with your subgrantees.

A listserv message with registration information is scheduled to be distributed on November 27th. Please be on the lookout for the message.

  • New Resource: Use of Funds Tip Sheet

Understanding allowable, appropriate, and innovative uses of Title I, Part D (TIPD) funds, and seeing examples of how funds are used in other States, is a common need among TIPD coordinators from State education agencies (SEAs); TIPD State agency (SA) and local educational agency (LEAs) subgrantees; and State and local facilities that receive TIPD funding. The Use of Title I, Part D Funds Decision-Making Tip Sheet is designed to help those audiences as they consider different ways they could use TIPD funding to improve services and supports for eligible children and youth. It is not intended to be a comprehensive review of all possible uses of funds nor an exhaustive inventory of all prohibited uses.

From this tip sheet, stakeholders will be able to:

  • learn the purpose of the TIPD program,
  • understand how TIPD funding can be used,
  • examine steps to take when reviewing and approving proposed uses of TIPD funds, and
  • access examples of allowable and unallowable uses of funds.

The tip sheet was sent out via the listserv. Have folks had a chance to review it?

Dawn Carmody, MI – Yes.  It's been helpful as MI has budgets coming in now.

Monica Shack, KY – Yes, the tip sheet is a great resource.

Amber Skaggs, KY – Yes, received.

Tom Kirk, OK – I have seen it and it is very helpful.

 

The National Title I, Part D Survey and Use of Funds

A national survey was administered to you, the Title I, Part D State Coordinators, between July 23, 2018 and September 4, 2018. Thank you for our participation in the survey.

The national survey was conducted for NDTAC and the United States Department of Education (ED). The data collected through the national survey is intended to help ED develop a more complete understanding of how states use Title I Part D funds to provide supplemental supports aimed at ensuring youth who are neglected and delinquent receive ongoing, equivalent, and high-quality educational opportunities during their placement. The national survey also collected data that will allow ED and NDTAC assess the impact that NDTAC’s Technical Assistance is having on you as Title I, Part D State Coordinators.

This resulting report, which is still under review by the Department of Education, presents the findings for the states that participated in the national survey assigned to NDTAC’s Teal Community. We are sharing preliminary data today on use of funds and will provide a copy of the overall report as well as the Teal Community report upon receiving final approval from the Department of Education. 

You, the Teal Community Coordinators, were asked to indicate the percentage of your state’s Title I Part D funds that were allocated to provide direct instruction to children and youth who are N or D (full time and/or part time teaching positions in whole or in part). Close to 50% of the coordinators who responded reporting spend 55% or more of their Part D Subpart 1 and 2 funds on direct instruction of children and youth who are neglected or delinquent.

You, the Teal Community Coordinators, were also asked to approximate the proportion of Title I Part D funds spent by your State on providing transitional supports and services. Chart 4 shows that close to 50% of the coordinators in the Teal Community who responded assigned 15% to 19% of Subpart 1 and Subpart 2 Part D funds to transitional supports and services to youth who are N or D.

To gain further understanding of the uses assigned to Title I Part D funds spent on transitional supports and services, you, the survey respondents, were asked about the use of Part D funds in your states to pay in whole or in part for specific supports and services.

  • Transition Coordinator or other dedicated position responsible for transition planning and support
  • Administrative support for Coordinator and transition related activities
  • Independent living and life skills programs
  • Establishing collaborative agreements and/or coordinating community engagement programs
  • Trade Certification programs
  • Counselor and/or Social Worker positions
  • SAT/ACT Tests preparation courses
  • Substance abuse treatment and prevention programs
  • Post discharge parental and community engagement programs

Examples of administrative staff support include records transfers, student follow-up after discharge, coordination with other schools and other local and state agencies.

Examples of collaborative agreements and/or coordinating community engagement programs include after school programs, mentoring programs, agreements with businesses in the community, etc.

Examples of trade certification programs include food handling, bicycle repair, commercial driving, fiber optic technician certificates, CPR and first aid, etc. On the Gold Community Call last week some states shared that both Subpart 1 and Subpart 2 facilities where providing trade certification programs.

In addition to direct instruction and transition and support services, you, the respondents, were asked to indicate other uses of Title I, Part D funds within your respective states.

  • Computers, tablets, and related hardware
  • Educational software or online educational programs
  • Instructional materials
  • Tests for academic assessment and screening
  • Parental and family engagement programs
  • Mental health screenings
  • Substance abuse screenings

Examples of instructional materials include books, reference materials, science lab equipment, etc. We heard an example during the Gold Community Call of a subgrantee purchasing Resuscitation Annie dolls for science. The program allowed students to get Red Cross/CPR Certified.

Kyle Peaden, WI – This is interesting, especially broken down by Subpart. I think the next step is to see what is working - based on this what/who are seeing the greatest results.

Capacity Building

What are examples of ways that you have supported subgrantees to help them use Title I, Part D funds?

  • Collect, maintain, and distribute a list of approved uses of funds from throughout the state
  • Develop your own Frequently Asked Questions document
  • Disseminate resources, such as the Program Administration Planning Toolkit 

Dan Froemel, TN – Fall Regional Trainings, tip sheet type approach, specific examples of allowable/unallowable uses of funds and why.

Tom Kirk, OK – I’m currently working with Oklahoma City Schools, who have the largest N-D population in the state, on drop-out prevention programs that we're hoping will be a model for other districts. Oklahoma City is also trying to implement a restorative justice program that looks promising.

Monica Shack, KY – Yes, this year we held our first Title I Part D training. All subgrantees were invited to come for Subpart 1 and Subpart 2.  We discussed the use of funds, applications, and shared allowable expenses.

Amber Skaggs, KY – This year it wasn't specifically a large part. We had a bit of turnover and had transitions with our different reports into a new system. Our summer training mainly covered the basics/overview of TIPD, overview of the new system (GMAP), needs assessment and alignment with expenditures.

Rob Mayo, NDTAC – Many State TIPD Coordinators find the need to provide TIPD "101" and "102" professional development to their subgrantees annually due to turnover in the field.

Dawn Carmody, MI – I'm not sure I want to ask as my manager has provided lots of guidance already, but.... the allowable expense of cable TV as part of a facilities’ incentive program for work completion.  Facility focused on reward being for educational program viewing only.

Kyle Peaden, WI – Some of the transition funding is very vague - while that is helpful to think creatively, it isn't clear in how we should prioritize supports (transition to high school or employment). I don't have a specific question.

Dawn Carmody, MI – Some of my managers thoughts are that it is linked to a multi-tiered system of supports (MTSS) and it will align to the intent and purpose of preventing drop-out.

Monica Shack, KY – Furniture / Fixtures is another expense where I find it hard to determine if it is supplemental.

Rob Mayo, NDTAC – Peer mentors and auto mechanic training are use of funds questions that have recently been asked.  

  • Topical Call in December Focusing on Use of Funds

My colleague and Gold Community State Liaison, David Blumenthal, is helping to organize and host NDTAC’s upcoming Topical Call. The call will take place in December and focus on the topic of Use of Funds to coincide with the recently released The Use of Title I, Part D Funds Decision-Making Tip Sheet. During the Topical Call, we hope to feature a few innovative examples of allowable uses of Part D funds. We have reached out to a few ND Coordinators to share innovative use of funds within their states and by their subgrantees.

  • Conference Presentation Opportunities

NDTAC will cover staff time

States cover travel costs at GSA 2019 Per Diem Rates (i.e., transportation, hotel, meals, incidentals)

The presentation or presentations we provide at state conferences and professional development opportunities can be tailored to the professional development needs of your subgrantees as identified by your monitoring visits, needs assessments, state plan, etc.

Emerging Topics in the Teal Community

  • Subgrantee monitoring tools
  • Institutionwide projects
  • State conferences and professional development opportunities
  • Title I Conferences
  • Title I, Part D specific professional development opportunities
  • CSPR data and grade level changes
  • When subgrantees do not administer assessments yielding grade level equivalencies
  • Title I, Part D services for students in segregation

Kyle Peaden, WI – We don't have any institution wide projects (IWPs), but a few that are considering it. I'd be interested in hearing who has any IWP sites 

Monica Shack, KY – I would like to have more information regarding institutionwide projects

Save the date! December Office Hours

  • What: Technical Assistance Office Hours
  • Topic: Emerging Topics in the Teal Community
  • When: Friday, December 21st
  • 10:00 a.m.-11:00 a.m. EST / 9:00 a.m.-10:00 a.m. CST

 

*Please contact your TA liaison for the recording and slides.