Title I, Part D - Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk


Intent and Purpose

To support programs serving children and youths residing in facilities for neglected or delinquent youth, as well as those who have been identified as at risk of dropping out. Such programs are intended to:

a) improve educational services for these children so they have the opportunity to meet challenging State academic content and achievement standards;

b) provide those children with services to successfully transition from institutionalization to further schooling or employment; and

c) prevent youth who are at-risk from dropping out of school, and to provide dropouts and children and youth returning from correctional facilities with a support system to ensure their continued education.

 

Law and Guidance

In Oklahoma, every school district is required to report two distinct October caseload counts of children or youth for whom the LEA provides an education and reside in eligible local institutions. (If a district has no institutions, a report of a zero caseload will be reported.)

Counts are conducted beginning on October 1 and ending October 30, every year. For this reason, this data collection is often called "The October Count." The children and youth counted must be aged 5 through 17 and live in an eligible institution for at least one night in October. Institutions keep  a daily record of the number of overnight residents. The count for the day with the greatest number of overnight residents - the high-water mark - for the month of October is reported.

 

Forms and Tools

 

Webinars

 

Contracted Facility Requirements

Each correctional facility entering into an agreement with a LEA to provide services to children and youth under Title I, Part A, Subpart 2 shall:

  • Where feasible, ensure that educational programs in the correctional facility are coordinated with the student's home school, particularly with respect to a student with an individualized education program under part B of the Individuals with Disabilities Act;
  • If the child or youth is identified as in need of special education services while in the correctional facility, notify the local school of the child or youth of such need;
  • Where feasible, provide transition to help the child or youth stay in school, including coordination of services for the family, counseling, assistance in accessing drug and alcohol abuse prevention, tutoring, and family counseling;
  • Provide support programs that encourage children and youth who have dropped out of school to reenter school once their term at the correctional facility has been completed, or provide such children and youth with the skills necessary to gain employment or seek a secondary school diploma or its recognized equivalent;
  • Work to ensure that the correctional facility is staffed with teachers and other qualified staff who are trained to work with children and youth with disabilities taking into  consideration the unique needs of such children and youth;
  • Ensure that educational programs in the correctional facility are related to assisting students to meet high academic achievement standards;
  • To the extent possible, use technology to assist in coordinating educational programs between the correctional facility and the community school;
  • Where feasible, involve parents in efforts to improve the educational achievement of their children and prevent the further involvement of such children in delinquent activities;
  • Coordinate funds received under this subpart with the other local, State, and Federal funds available to provide services to participating children and youth, such as funds made available under Title I of Public Law 105-220, and vocational and technical education funds;
  • Coordinate programs operated under this subpart with activities funded under the Juvenile Justice and Delinquency Prevention Act of 1974 and other comparable programs, if applicable; and
  • If appropriate, work with local businesses to develop training, curriculum-based youth entrepreneurship education, and mentoring programs for children and youth.

Resources

Oklahoma ESSA Consolidated State Plan

http://sde.ok.gov/sde/essa

General overview of legislation, guidance and policy:

https://neglected-delinquent.ed.gov/what-title-i-part-d

Administration of Title I, Part D:

https://neglected-delinquent.ed.gov/administering-title-i-part-d/planning-and-funding

Coordination and collaboration:

https://neglected-delinquent.ed.gov/topic-areas/coordination-and-collaboration

Family and community engagement (prevention, entry and residence, exit and reentry, advocacy):

https://neglected-delinquent.ed.gov/topic-areas/family-and-community-engagement

https://www.air.org/resource/essa-family-and-community-engagement

Safe and supportive learning environments (behavior management, dropout and delinquency prevention, safety, discipline, student support):

https://neglected-delinquent.ed.gov/topic-areas/safe-and-supportive-learning-environments

https://safesupportivelearning.ed.gov/scirp/about

Teaching and learning (special needs, academic support, teaching and learning, recruitment/retention and training):

https://neglected-delinquent.ed.gov/topic-areas/teaching-and-learning

Transition:

https://neglected-delinquent.ed.gov/topic-areas/transition

https://www.air.org/resource/education-connection-helping-ex-offenders-return-their-communities

Mentoring At-Risk High School Students:

https://www.air.org/resource/mentoring-risk-high-school-students-findings-study-check-connect

https://www.air.org/resource/effective-strategies-mentoring-african-american-boys

https://www.air.org/resource/how-research-can-offer-solutions-school-prison-pipeline

 

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Last updated on September 18, 2019