BUDGET REQUEST for Fiscal Year 2014
Department/Division/IPU: / DSCYF/DMSS/EducationPriority Number:
Request Title: / Technology in Education
A. Detailed Summary of Budget Request:
Provide a succinct paragraph which should include dollars/FTEs. This should be a summary of your request.
The education unit is required to provide a free and appropriate education to youth in our care. In today’s society, it is imperative that technology be part of this education. Much of the current curriculum incorporates technology and state and federal testing requirements are completed on-line. The education unit computers are run on Windows XP. Extended support for Windows XP ends 4/14/2014. Many of the PCs in our Education unit are not capable of running Windows 7 and must be either replaced or upgraded. The education unit, therefore requests an annual increase of $100,000 to replace and maintain upgraded equipment and to keep current with educational trends which utilize technology.
B. Background and Appropriation History:
Provide background of the issue and justification for the request. Please provide an explanation for why this cannot be funded with existing resources.
The limited funding available has been used to obtain appropriate hardware, software and technological expertise. We recently reallocated a teacher position to an educational technology specialist to assist all education unit programs in providing sufficient and appropriate technology educational support to the frontline teachers. (This position is not reflected in the budget items below.)
BUDGET / EXPENDITURESGF / ASF / NSF / Total / GF / ASF / NSF / Total
FY11 / 131700 / 70600 / 81000 / 151600
FY12 / 145650 / 47950 / $84900 / 132850
FY13 / 144650 / 58690 / $90800 / 149490
*If appropriations are continued into the next fiscal year, please only include the amount expended in the budgeted fiscal year.
C. Consequences if Budget Request is Not Funded:
Provide specific potential impacts and outcomes if the budget request is not funded.
Youth placed in DSCYF care will not receive the appropriate education. They will be ill equipped to return to school or the community and will lack sufficient skills to obtain even entry level employment. Research indicates that the more involved youth are involved in education, the less likely they are to recidivate and return to state care.
D. Calculations for Budget Request:
Provide funding/FTEs for your budget request in the table below.
FY13 / Out Years (General Fund Only)Appr. Name / GF / ASF / NSF / Total / FY14 / FY15 / FY16
Total Dollars
FTEs
*Out years should be annualizations (new funds) and should not include base funds from prior years.
E. Assumptions for Calculations:
Provide exact calculations, formulas, and source of numbers used in calculations.
$1326.12 per laptop computer x 65 computers to be dispersed among the 12 sites = $86,197.80
1949.95 Per lap top cart x 6 carts to replace old, broken or where no cart currently exist = 11699.70
Extraneous supplies: e.g. headphones, flash drives; 2103.20
Computers: $86197.80
Carts: $11699.70
Supplies: $ 2103.20
Total: $100, 000
F. Special Fund Revenue Sustainability (only applies to ASF Budget Requests):
Provide revenue and expenditure projections through Fiscal Year 2015.
G. Collaborations with Other Government Agencies/Non-Profit Organizations (if applicable):
Provide information on contributions of other organizations (i.e. in-kind services or other resources).
This request originates with the mandates from DTI. The education unit works cooperatively with DOE to ensure appropriate education resources are available to all students. All DSCYF programs work collaboratively with each sending district to ensure youth are prepared to return to the sending district.
H. Impact on Other Government Agencies/Non-Profit Organizations (if applicable):
Provide positive and/or negative impacts of this budget request on other agencies/organizations.
When students are appropriately educated and are able to maintain or accelerate academic skill levels they are more likely to remain in the home school environment. Educated youth are more capable to maintain in the community and less likely to rely on governmental services.
I. Implementation Schedule:
Provide a timeline for the request (i.e. when will program/project begin, when will FTEs be hired).
No FTE is to be hired; funds will be used to purchase goods or services to obtain and maintain technology for education.
J. Statutory and Federal Authority:
Provide relevant citations from state and federal laws/regulations which support this budget request.
Title 29 holds DSCYF responsible for the education of youth in state. Both NCLB and IDEA mandates youth receive and appropriate education that decreases the achievement gap and meets individualized student needs. Technology is necessary to meet these mandates.
K. Performance Measures (if applicable):
Provide relevant performance measures to support this budget request.
· Increase number of youth who are able to maintain in the home school environment after leaving state care
· Increase number academic credits earned by high school age youth in classes required by conventional high schools
· Increase number of students who participate in Student Success Plans
· Increase proficiency of all students in technological skills leading to employability.
L. Comparability to Surrounding States (if applicable):
Is this program/service provided in New Jersey, Pennsylvania and/or Maryland? Provide quantitative measures to describe the funding in Delaware comparative to the surrounding states.
New Jersey Initiatives in Juvenile Justice Schools:
Various technological advances are being implemented to increase educational opportunities to JJC students. Technology integration has already taken place at four strategic JJC sites, and video-teleconferencing in core subject areas is available in eight JJC sites.Distance learning computer and video technology enables students to converse with staff at a learning facility in a distant location. This interaction between students and teachers is invaluable, and allows the JJC to use its resources efficiently. This new technology enhances the availability of educational choices to include college courses and, in some cases, classes at local high schools.
NJ Juvenile Justice Commission http://www.nj.gov/oag/jjc/offices_education.htm#opportunities
PA Education Enhancement Through Technology
The program design for the 2008-09 EETT grant intends to leverage its efforts in support of other current and previous state-wide initiatives such as Classrooms for the Future, Projects 540 and720, and Job Ready PA by equipping students with the information, communication, and technology skills necessary to thrive in a technology-enriched high school or career and technical center.
Additionally, applicants will be required to -
· Allocate a minimum of 25% of their funding to relevant professional development to support effective and appropriate technology integration into instructional practices,
· Provide standards-based, technology-enhanced curriculum,
· Participate in a minimum of three years of student 21st century literacy baseline and end-of-year assessments with the Office of Educational Technology (the assessment instrument will be selected and purchased at the local level; however, the assessment must meet state prescribed methodologies and align to ISTE standards and performance indicators),
· Provide remedial activities and follow-up assessments for students failing to meet proficiency,
PA Department of Education website
http://www.portal.state.pa.us/portal/
Sample evidenced practices used to meet the literacy needs of youth in state care:
The What Works Clearinghouse (WWC) of the Institute of Education Sciences of the U.S. Department of Education reviewed a number of interventions designed to boost literacy among struggling readers in grades 4 through 12. Two interventions that met WWC’s rigorous standards for evidence and effectiveness with reservations were Read 180 (Institute of Education Sciences, 2009a) and Success Maker (Institute of Education Sciences, 2009b). Widely adopted throughout the United States, Read 180 combines individual and small-group direct instruction with a computer-based intervention. Studies have documented student achievement gains in reading comprehension and general literacy using Read 180. In contrast to Read 180, the Success Maker program is a set of computer-based courses designed to supplement reading instruction in grades K–8. Using adaptive lessons tailored to a student’s reading level; Success Maker aims to improve understanding of phonological awareness, phonics, fluency, vocabulary, comprehension, and concepts of print. “Foundations” courses help students develop and maintain reading skills. “Exploreware” courses provide opportunities for exploration, open ended instruction, and development of analytical skills. The computer analyzes students’ skills development and assigns specific segments of the program, introducing new skills as appropriate.
Leone, P. Weinberg, L., Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems, Published May 7, 2010, Center for Juvenile Justice Reform, p.36.
Fast Fact:
In one study, over half of youth in juvenile detention have not completed the eighth grade and two-thirds of those leaving formal custody do not return to school.
Roy-Stevens, Cory. "Overcoming Barriers to School Reentry." National Criminal Justice Reference Service. U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention. Oct. 2004. Web. May 2011.