Applications
The Title I, Part D, Subpart 1 and Subpart 2 applications are open in the Grant Management Application and Planning (GMAP) System and are due on July 31, 2026.
Initial allocations in GMAP will be preliminary for the 2026-2027 school year. Final allocations will be released in the fall upon receipt of notification from the U.S. Department of Education (USED). If you’re a newer coordinator or just want a brief review, here are some helpful resources:
Use of Funds Decision Making Process Tip Sheet
The National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth has developed this Tip Sheet: Use of Funds Decision Process. This tip sheet guides Subpart 1 and Subpart 2 staff through steps to help determine allowability and the best use of Title I, Part D funds.
Performance Report
Title I, Part D requires state education agencies (SEAs) to submit information annually regarding the educational progress of students served with Part D funds under the Elementary and Secondary Education Act, Section 1431(a). The purpose of the performance report is to collect program data that USED can use to determine the effectiveness of the Part D educational programs at driving progress toward academic, vocational and transition goals.
SEAs such as the Kentucky Department of Education (KDE) report this data annually through two reporting tools: Consolidated State Performance Report and EDFacts. The performance report must be completed and submitted by Sept. 10. The data collection for this report covers the period between July 1, 2025-June 30, 2026. Local school districts and state agencies submit this data to KDE via the annual performance report, and KDE then compiles and submits this data to USED.
KDE 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. 10, at 9:30 a.m. ET
- Subpart 2 Performance Report Overview: Tuesday, Aug. 11, at 10 a.m. ET
There will be some changes to our performance data collection this year, so we encourage coordinators to attend the upcoming trainings for further information.
2026 Performance Report Update: State Assessment Proficiency Status
The U.S. Department of Education (USED) is now requiring states to collect the proficiency status for students served by Title I, Part D, who participate in statewide assessments for mathematics and reading. This data element has been added in GMAP as a new “State Assessment Proficiency Status” section for this year’s performance report.
Facilities must enter the proficiency status of students who participated in the annual Kentucky Summative Assessment (KSA) for mathematics and reading. We will review this in our virtual trainings and email more detailed information, including concise directions, which will be housed on our Title I, Part D Google Class.
Performance Report Data Review: Average Days Served vs. Average Length of Stay
In 2023, 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 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.
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
Program Highlight
Elesha Allen, a teacher at Breathitt Regional School, has found journaling to be a useful instructional tool for her students. Below, Allen describes what this looks like in her classroom and how it’s helped students, in the hopes that perhaps other facility teachers may want to adopt something similar:
"I have been focusing on journaling in my class. Each day, the students are given a topic to write about for the first five minutes or so of class. Some of the topics are reflective, some are scenario-based and some are creative. I give the students a writing sheet to use for the week and I collect them at the end of the week.
"At the beginning of the week, or as needed, I go through the parts of a paragraph, hoping to teach the students how to write in complete sentences, in a coherent paragraph. I go through topic sentences, and we mostly use the prompt as the topic sentence. I teach them to have three supporting sentences to elaborate on the topic sentence. Finally, I teach them to have a concluding sentence to summarize the paragraph.
"Sometimes, depending on the group, I will give the students sentence starters to scaffold the lesson based on abilities. After a day or two of practice, this is usually not needed and the students can write the paragraphs on their own.
"My students, for the most part, have been really receptive to this practice. They often will ask to have a few more minutes to write and reflect. I have noticed their writing skills have improved in their daily work. Additionally, I think this helps them to reflect and think about life and the decisions they have made."
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. (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 statistics project based around March Madness, a financial literacy challenge, a stock market investment challenge and more.
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Creative Writing: A 4-week creative writing curriculum to engage students in the power and joy of writing.
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Breakfree Base: (Connecting Juvenile Justice Educators to drive meaningful change): New networking tool that enables you to connect and collaborate with educators in other facilities throughout the country!
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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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