NDTAC State Liaisons, Liann Seiter and Lauren Amos, provided on-site technical assistance to Title I, Part D subgrantees in Maryland. Liann Seiter presented three years of Maryland's data from the Consolidated State Performance Report. Lauren Amos discussed civil rights obligations to students served by juvenile justice facilities and showed how to access data from the Civil Rights Data Collection (CRDC). Participants did a hands-on activity during which they analyzed CRDC data on five juvenile justice facilities in the areas of teacher quality, college and career readiness and school discipline. To close the session, Liann and Lauren highlighted resources available on NDTAC's website.
The PowerPoint Presentation for Maryland's Technical Assistance Meeting and Maryland Performance Measures by Program Type are password protected. Email the NDTAC State Liasion in charge of Maryland for access to the password (note only staff from Maryland may access the data).
In response to questions raised by participants during the workshop, the presenters compiled materials on the following topics:
Reentry Mythbuster on Education Technology in Juvenile Facilities: This mythbuster features information and examples on how to use technology effectively in juvenile justice settings. While concerns over youth and community safety often prevent facilities from pursuing such options, states and jurisdictions have begun to explore options for offering their students and staff opportunities to use education techology while maintaining security and safety. Examples include work taking place in Indiana, Pennsylvania and Oregon.
Accessing Online Supplemental Textbook Material: This NDTAC program highlight examines the efforts of juvenile correctional facilities in Indiana to provide access to online supplemental textbook materials to teachers and students.
International Computer Driving License Program: This NDTAC program highlight describes the Loysville Youth Development Center’s (Pennsylvania) implementation of an online computer skills certificate program to help prepare their students for employment.
Oregon Virtual School District: This NDTAC program highlight explores the use of a virtual school district in Oregon's State-operated juvenile justice facilities’ that provides a continuum of online academic content to keep their students on track.
Teaching With Technology in Juvenile Justice Facilities: This 2014 NDTAC National Conference keynote session demonstrates how Oregon is paving the way for the use of education- and vocation-focused technology in the State’s juvenile justice facilities. Taking advantage of a world of online and other digital content while maintaining facility safety and security, teachers and students now have greater access to curricula, training material, and practical applications. This keynote featured representatives from Oregon’s Department of Education and Youth Authority, as well as a justice facility school principal. They discussed their unique collaboration, the resulting educational and vocational offerings, challenges and triumphs along the way, and how technology is helping to ensure smooth transitions and postexit success for young people returning to the community.
Per the statute and non-regulatory guidance (see below), subpart 1 funds may be used to support vocational education provided they are supplementary services that do not supplant other funding sources.
A program under this subpart that supplements the number of hours of instruction students receive from State and local sources shall be considered to comply with the supplement, not supplant requirement of section 1120A (as applied to this part) without regard to the subject areas in which instruction is given during those hours.
IN GENERAL—A State agency shall use funds received under this subpart only for programs and projects that—
- are consistent with the State plan under section 1414(a); and
- concentrate on providing participants with the knowledge and skills needed to make a successful transition to secondary school completion, vocational or technical training, further education, or employment.
H-1. What activities may Subpart 1 funds support?
Under the authorizing statute, an SA must use Subpart 1 funds to support educational services that (1) except for institution-wide projects (see section 1415(a)(2)(B)(i)), are provided to children and youth identified by the SA as failing, or most at-risk of failing, to meet the State's challenging academic content and student academic achievement standards; and (2) supplement and improve the quality of educational services provided to these children and youth by the SA. The statute further provides that Subpart 1 funds may be used to acquire equipment that will be used to help the children and youth the SA serves to meet challenging State academic content and student academic achievement standards, and to cover the costs of meeting the evaluation requirements of section 9601 of ESEA.
Projects may use Subpart 1 funds to pay the necessary and reasonable costs that provide a variety of services, including reading, mathematics, language arts, and vocationally oriented programs that include academic classroom instruction so long as these are supplementary services and materials. For example, past Subpart 1 projects have used funds to:
- Hire additional teachers, aides, educational counselors, and other staff members to provide additional instruction in areas of greatest need;
- Train teachers, aides, and other staff members who are actively involved in providing Title I services;
- Procure needed educational materials and equipment for Title I instruction, including books, computers, audiovisual equipment and supplies, and classroom materials for industrial arts and vocational training; and
- Hire transition coordinators or buy new equipment to assist students' transitions (e.g., purchasing scanners to scan individualized education program (IEP) documents).
K-2. What are examples of transition services?
Transition services focus on helping children and youth who are N or D to reenter school successfully or to find employment after they leave the institution and return to the local community. Allowable activities include but are not limited to:
- Pupil services, including counseling, psychological, and social work services designed to meet the needs of children and youth who are N or D;
- Services of in-school advocates to act on behalf of individual children and youth who are N or D;
- Tutoring and mentoring;
- Reentry orientation programs, including transition centers and reentry centers in high schools;
- Instruction and training at alternative schools and learning centers; and
- Parental involvement activities and parent counseling.
SAs may carry out transition activities in a variety of settings. For example, an SA may provide alternative schooling in group homes and transition centers that are operated directly by the SA or through a contract. Group homes might care for the released youth 24 hours a day; provide classroom instruction; arrange for work-study programs, parent consultation, and counseling; and act as a liaison to the local school system.
An SA could also use a wide range of local resources and placements to provide transition activities. For example an SA could arrange for children and youth leaving a facility to 1) attend public or private institutions with LEA s paying assessment or application fees; or 2) participate in local vocational education programs, GED preparation programs offered by community colleges, or entrance into job training programs for older youth.
Per the statute (see below), subpart 2 funds may also be used to support vocational education.
Funds provided to local educational agencies under this subpart may be used, as appropriate, for—
- programs that serve children and youth returning to local schools from correctional facilities, to assist in the transition of such children and youth to the school environment and help them remain in school in order to complete their education;
- dropout prevention programs which serve at-risk children and youth, including pregnant and parenting teens, children and youth who have come in contact with the juvenile justice system, children and youth at least 1 year behind their expected grade level, migrant youth, immigrant youth, students with limited English proficiency, and gang members;
- the coordination of health and social services for such individuals if there is a likelihood that the provision of such services, including day care, drug and alcohol counseling, and mental health services, will improve the likelihood such individuals will complete their education;
- special programs to meet the unique academic needs of participating children and youth, including vocational and technical education, special education, career counseling, curriculum-based youth entrepreneurship education, and assistance in securing student loans or grants for postsecondary education; and
- programs providing mentoring and peer mediation.
Vocational Education Resources
- Preparing Youth for the World of Work Topical Call Series: While the first priority of programs for youth who are neglected or delinquent is to help them achieve academic outcomes similar to their non-N or D peers, this series of calls led by NDTAC State Liaison, Liann Seiter, addressed the complimentary goal of preparing youth for meaningful employment. Calls explored connecting N or D youth to two year colleges, trade schools, and other vocational and career/technical opportunities. Over the course of a year, the workgroup discussed the national landscape of career technical training, ways to enhance traditional career/technical training programs, and strategies for connecting youth to meaningful employment or further training after system involvement.
- Measuring Program Success: This presentation delivered by NDTAC State Liaison, Lauren Amos, discussed program evaluation methods, selecting performance indicators, powerful program evaluation tools, cost-saving strategies and shared other program evaluation resources.