Title 1, Part D Neglected & Delinquent Institutions Updates and Information Ken Krawchuk and Eileen Weaver

Important Dates June 30, 2017 - eGrant applications due for July 1st start date September 30, 2017 – All reporting for the 2016-2017 school year due in the N&D Reporting System N&D Symposium - November 13-15, 2017, at Seven Springs Mountain Resort December 1, 2017 – PDE-3048 opens December 20, 2017 – PDE-3048 closes

Every Student Succeeds Act (ESSA) Now requires SEA plans to focus on State-established outcomes, prioritize attainment of high school diploma, reentry for students exiting juvenile justice or residential programs

PDE-3048 Purpose: Generate Title I Part D Subpart 2 funds Where: online http://www.ndprogramspa.com/reporting When: December 1-20 Responsibility: Institution

Preparing for New Year Intent to serve form Meeting with Institution Who will provide the services Type of services needed Prioritize Needs Range of grades to be served

E-Grants Selection of Institutions Budget Pages “Narrative” and narrative Formal Agreements Description of Formal Agreements

Prior to Program Start-up Meeting with Institution Institution Budget Services which will be offered and length of program How services will be paid/reimbursed Specific timelines of LEA and other expectations/requirements

Mark Your Calendar Title I Part D – July to September (of following year) September – Reporting System December – PDE 3048 April – Review Allocation May – E-GRANTS & Intent to Serve Form June – Formal Agreements

Monitoring Once in a 4 year cycle Extracted from LEA’s monitoring Monitoring Instrument on-line LEA & Institution Reps, Students & Teachers (if possible) Self-monitoring Suggested Annually

New Institution/Institution Closure NEW - Contact to determine if they currently receive Title I funds NEW - Provide PDE with name of agency an contact information CLOSURE – LEA Responsible for Immediate Notification to PDE CLOSURE – PDE will determine the disposition of unused fund balance

Title I, Part D: Neglected, Delinquent and At-Risk Youth Prevention and Intervention Programs for Children & Youth who are Neglected, Delinquent or At-Risk (N&D) Nonregulatory Guidance 2006 http://www.ed.gov/policy/elsec/guid/nord.doc

Funding Process Institution – PDE 3048 PDE – Aggregate Data USDE – Determination of Funds PDE – Assignment of Allocations LEA – Acceptance of Institution Program LEA – EGRANT Application LEA/Institution – Formal Agreement LEA/Institution – Begin Program

National Resources United States Department of Education http://www.ed.gov/ The National Evaluation and Technical Assistance Center for the Education of Children Who Are Neglected, Delinquent or At Risk http://www.neglected-delinquent.org/nd/default.asp   National Association of State Title I Directors http://www.titlei.org/

State Resources PDE Division of Federal Programs http://www.pde.state.pa.us PA Association of Federal Program Coordinators http://pafpc.org/ N&D Advisory Committee http://www.ndprogramspa.com/

Contact Information Questions can be directed to any member of the PA Neglected and Delinquent Advisory Committee. http://www.ndprogramspa.com/

ESSA Terminology Changes PURPOSE — It is the purpose of this part — to improve educational services for children and youth in local, tribal, and 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 and youth returning from correctional facilities or institutions for neglected or delinquent children and youth, with a support system to ensure their continued education and the involvement of their families and communities.

ESSA Definition Changes Sec. 1432 (Definitions) 1 of 4 changed AT-RISK.—The term ‘‘at-risk’’, when used with respect to a child, youth, or student, means a school aged individual who is at-risk of academic failure, dependency adjudication, or delinquency adjudication, has a drug or alcohol problem, is pregnant or is a parent, has come into contact with the juvenile justice system or child welfare system in the past, is at least 1 year behind the expected grade level for the age of the individual, is an English learner, is a gang member, has dropped out of school in the past, or has a high absenteeism rate at school.

Purpose of Funding PURPOSE — It is the purpose of this part — to improve educational services for children and youth in local, tribal, and 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 and youth returning from correctional facilities or institutions for neglected or delinquent children and youth, with a support system to ensure their continued education and the involvement of their families and communities.

TIPD, Subpart 1 Sec. 1414: (State Plan) What’s New! Prioritize students attaining a regular high school diploma, to the extent feasible. Assist in transition “from correctional facilities to locally operated programs” is now “between correctional facilities and locally operated programs.” Provide new assurances on a.) procedures to ensure timely re-enrollment/re-entry ; b.) opportunities for students to participate in credit-bearing coursework.

TIPD, Subpart 1 Sec. 1414: (SA Applications ) What’s New! Describes how the SA will, to the extend feasible: (A) note when a youth has come into contact with both the child welfare and juvenile justice systems; and (B) deliver services and interventions designed to keep such youth in school that are evidence-based (to the extent a State determines that such evidence is reasonably available). Providing targeted services for youth who have come in contact with both the child welfare system and juvenile justice system

TIPD, Subpart 1 Sec. 1416: (Institution-Wide Projects) Plan to describe how academic records are shared jointly between the State Agency operating an institution and LEA to facilitate transitions. Sec. 1418: (Transition Services reservation) May be used to support projects that facilitate the transition of children and youth between State-operated institutions, or institutions in the State operated by the Secretary of the Interior, and schools served by local educational agencies or schools operated or funded by the Bureau of Indian Education.

TIPD, Subpart 2: Key Changes Sec. 1421: (Purposes) 1 of 3 amended (3) to operate programs in local schools, including schools operated or funded by the Bureau of Indian Education, for children and youth returning from correctional facilities, and programs which may serve at-risk children and youth.

TIPD, Subpart 2: Key Changes Sec. 1423: (LEA Applications) New! A description of formal agreements, regarding the program to be assisted, between the LEA and correctional facilities and alternative school programs serving children and youth involved in the juvenile justice system, including such facilities operated by the Secretary of the Interior and Indian tribes. A description of the program operated by participating schools to facilitate successful transitions.

TIPD, Subpart 2: Key Changes Sec. 1426 (Accountability) the SEA may— reduce or terminate funding for projects under this subpart if a local educational agency does not show progress in the number of children and youth attaining a regular high school diploma or its recognized equivalent; require correctional facilities or institutions for neglected or delinquent children and youth to demonstrate, after receiving assistance under this subpart for 3 years, that there has been an increase in the number of children and youth returning to school, attaining a regular high school diploma or its recognized equivalent, or attaining employment after such children and youth are released.

Performance Goals SMART Goals S = Specific: What exactly will you accomplish? M = Measurable: How will you know when you have reached this goal? A = Achievable: Is achieving this goal realistic with effort and commitment? R = Relevant: What is this goal significant? T = Timely: When will the goal be achieved?

Some Examples/Let’s Discuss! The Delinquent Title I students housed in facilities long enough for Pre/Post testing will show improvement in math and reading. Those students housed in short term facilities will show improvement through transitional institution and remediation evaluations. WRAT, Compass Learning, Math and Read 180, Daniel Memorial and Aztec Learning.

Students will score an average of 60% or above in core content area courses (minimum average score necessary to receive course credit). Classroom Assessment

During the summer school session, the high school student will gain high school credit for courses taken. Summer school report card passing grades.

Summer Credit Recovery/GED and yearly GED: 70% of students enrolled in Summer credit recovery/GED and yearly GED will earn credits towards their Diploma and progress towards GED. Report Cards Transcript, GED Diploma/improvement of pretest scores.

PDE's Classroom Diagnostic Tools (CDT) assessment will show increased achievement in Language Arts for 50% of the student participating in the year round program, which includes summer programming. CDT Scores

85% of student achievement in math and English will increase by 85% of student achievement in math and English will increase by .5 grade level as measured by the WRAT. The number of student participation and completion in vocational courses and certifications will increase by 10% in comparison to 2015-2016 school year. WRAT results Data source for vocational enrollment and completion

Institutions will strive for student growth in Reading/Math/English scores during varied lengths of stay. Growth will be measured by pre-testing and post testing using various assessments (Edmentum, Kaufman Test of Educational Achievement (KTEA), Measures of Academic Progress (MAP), Woodcock Johnson). Individual institutions will provide performance reports at the end of the 2016-2017 school year.

Sixty percent of students in the facility for 90 days or more will demonstrate an increase in a reading area of 3 months growth. The transitional plan has a tracking period of 7, 14, 30 and 90 days following dismissal. The STAR on line test will be the source of the achievement made during the 90 day period.

Students placed at the facility for longer than 90 days will demonstrate increased comprehension and or decoding skills equal to the length of placement. Approximately a 3 month placement will equal 3 months of growth on the post-testing assessment Research based reading assessment including but not limited to GRADE, SRA, iReady, KTEA.

Reading growth by at least 2 Reading growth by at least 2.1 grade levels as measured by the DAR for all students during an average length of stay (9 months). Comparison of pre (entrance screening) and post (exit assessment) using the DAR Reading Assessment

Students involved in title I Delinquent programs will show progress as indicated on the title I Assessment Reporting Form.  Title I Assessment Reporting Form