Applications
Neglected and delinquent (N&D) consultants will communicate via email when the Title I, Part D applications are open in the Grant Management Application and Planning System (GMAP) and when they are due.
Initial allocations in GMAP will be preliminary for the 2024-2025 school year. Final allocations will be released in the fall upon receipt of final notification from the U.S. Department of Education. If you’re a newer coordinator or just want a brief review, here are some helpful resources:
Subpart 1 Resources:
Subpart 2 Resources:
New Resource: Use of Funds Decision Making Process Tipsheet
Please reference this new resource from the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth. This tipsheet guides Subpart 1 and Subpart 2 staff through a useful decision-making process to help determine allowability and the best use of Title I, Part D funds.
Performance Report
Title I, Part D requires state education agencies (SEA) to submit information annually regarding the educational progress of students served with Part D funds under the Elementary and Secondary Education Act (ESEA) Section 1431(a). The purpose of the performance report is to collect program data that the U.S. Department of Education (USED) can use to determine the effectiveness of the Part D educational programs in relation to the progress students are making regarding academic, vocational and transition outcomes.
SEAs report this data annually through two reporting tools: Consolidated State Performance Report (CSPR) and EDFacts.
New Performance Report Data: Average Days Served
USED added a new element for Title I, Part D data reporting to include the collection of the average number of days that each student is in attendance and receiving educational services supported by Title I, Part D in the reporting year. The Average Number of Days Served is a new and different field than the Average Length of Stay. Closely consider the following when compiling the data:
- The Average Number of Days Served must not exceed, or be equal to, the Average Length of Stay.
- The Average Number of Days Served must be less than the Average Length of Stay.
- The Average Number of Days Served is collecting how many days the student received educational services, i.e., instructional days.
- The Average Length of Stay is collecting the number of days each student is enrolled in a facility or program during the reporting year, including weekends and holidays, i.e., non-instructional days.
- The Average Number of Days Served must not be the same as the Average Length of Stay, as students would not have had access to educational services on days that school was not in session (weekends or federal/state holidays).
Subpart 1 and Subpart 2 programs collect data for the same indicators, focusing on three main areas:
- Demographics (race/ethnicity, age, gender, etc.)
- Academic and vocational outcomes (within facility and after exit)
- Academic performance in reading/language arts and math
N&D consultants will communicate via email when performance reports are open in GMAP. Performance reports must be submitted by Sept. 13, 2024. The data collection for this report covers the period between July 1, 2023-June 30, 2024.
We will have a virtual meeting for coordinators to discuss the performance report process, requirements, and updates, including a step-by-step tutorial. An email invite will be sent later this summer. Please save the following dates:
- Subpart 1 Performance Report Overview: Monday, Aug. 12 at 9:30 a.m. ET
- Subpart 2 Performance Report Overview: Tuesday, Aug. 13 at 10 a.m. ET
There will be some changes to our performance data collection this year, so we encourage coordinators to attend our upcoming trainings for further information.
Program Highlights
The Bowling Green Independent School District provides educational services to students at Warren Regional Juvenile Detention Center, and they have an art teacher work with their students several times a week. This gives students an opportunity to express themselves and to be creative.
Here are some of the student-created artworks they feature in Bowling Green:
Photo by Shane Buttry, Bowling Green Independent Schools
Photo by Shane Buttry, Bowling Green Independent Schools
Photo by Shane Buttry, Bowling Green Independent Schools
Engagement
If you’re looking for ways to authentically engage your students in learning content, you may want to consider Break Free Education’s* upcoming and ongoing initiatives:
Ongoing Initiatives/Resources:
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Freedom Reads Book Club: A monthly book club with a book lottery, discussion questions, student reflection journals and more. This is a partnership with Reginald Dwayne Betts
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Curriculum Mini-Units for Project-Based Learning: Offers opportunities for students to engage in meaningful and relevant project-based learning. These projects include a national contest. The roller coaster initiative that many Kentucky programs participated in was anchored in one of these. In the past they’ve offered a songwriting competition, a roller coaster experiment, a poetry competition, a design thinking challenge, a journalism challenge, a financial literacy challenge, a stock market challenge and more.
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Creative Writing: A 3-unit creative writing curriculum to engage students in the power and joy of writing.
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Educator Networks: Monthly meet-up groups for instructional coaches, technology specialists, art teachers and more.
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Postsecondary Guidance: Compilation of postsecondary options for college credits, tech credentials, and entry-level credentials available to your students.
*This information is provided for informational purposes only and does not constitute an endorsement by the Kentucky Department of Education.
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