Utilizing Title I-D Funds: Strategies for Student Success
Explore key insights from a topical webinar on spending Title I-D funds. Learn about the law's provisions, examine how funds are allocated, and discover Oregon's ESSA plan to enhance student transitions, family engagement, and college and career opportunities.
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Presentation Transcript
Title I-D Topical Webinar: Spending Title I-D Funds
Todays Goals 1. Provide new resources for expenditure decision making. 2. Discuss student voice and how to incorporate it. 3. Explore new ideas for Title I-D programs 4. Questions from around the country
Recap: What does the law say? SEC 1424: Use of Funds (Subpart 2) a. IN GENERAL 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; 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 career and technical education, special education, career counseling, curriculum-based youth entrepreneurship education, and assistance in securing student loans or grants for postsecondary education; programs providing mentoring and peer mediation; programs for at-risk Indian children and youth, including such children and youth in correctional facilities in the area served by the local educational agency that are operated by the Secretary of the Interior or Indian tribes; and pay for success initiatives. b. CONTRACTS AND GRANTS. A local educational agency may use a subgrant received under this subpart to carry out the activities described under paragraphs (1) through (7) of subsection (a) directly or through subgrants, contracts, or cooperative agreements.
How are we spending our funds? Approximately 50% of these districts subcontract with the local Juvenile Detention Program or ESD 21 Districts receive Title I-D funds under Subpart 2 Staffing and transition activities make up the majority of expenditures
Oregons ESSA Plan for Title ID Improve students transition Increase Family and Community Engagement Offer a variety of college and career opportunities for students
Student & Family Engagement General lack of parental involvement Transient population Some students are hesitant to engage Not enough time & money Attendance Others?
Engagement Ideas Involve students Project Rise-IT (Arizona) Surveys, discussions, etc. Community Volunteers & Mentors Collaborate with parole & probation officers
Opportunities Certifications Project-Based Learning CPR/First Aid Food Handler s Cards Technology certifications CTE Courses Job field opportunities Driver s Education Remember: All at-risk students can benefit from these programs
Questions to ask: 1. Is the cost reasonable and necessary for the program? 2. Is the expense in compliance with laws, regulations and grant terms? 3. Is the cost adequately documented? 4. Does the expense meet an identified need? 5. Supplement not supplant
Neglected & Delinquent Technical Assistance Center (NDTAC) https://neglected-delinquent.ed.gov/
Additional Resources Blueprint for Change National Partnership for Juvenile Services Office of Juvenile Justice and Delinquency Prevention
Suggested best practices Steal from your neighbors! (ideas) Have cross program meetings at least once per year to coordinate strategies. Include student voice. Reach out to the community: People love to help these students.
Contact Information Jen Engberg Title I-D Coordinator Phone: 503-947-0339 Email: jennifer.engberg@state.or.us
