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![]() | Karen Ramos Deputy Director |
The Dallas County Juvenile Department Educational Services manages the Dallas County Juvenile Justice Alternative Education Program (DCJJAEP) and the Academy for Academic Excellence. Students between the ages of 10 and 17 attend school at one of the five Academy for Academic Excellence campuses or at the DCJJAEP campus. The Dallas County Juvenile Board serves as the school board for the Academy for Academic Excellence.
The purpose of the Dallas County Juvenile Department Educational Services is to ensure that that our students leave school with:
- A set of moral values — honesty, integrity and good judgment.
- A complement of basic skills — linguistic, analytical, mathematical, scientific, artistic, physical, and social.
- An inquiring and discriminating mind and a desire for knowledge.
- Strong self-esteem and high personal expectation.
- Tolerance and respect for others.
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We value the partnership which exists between school, parents and community and the part it plays in realizing this vision. In addition to traditional educational components, students have access to services from community partners such as Metrocare, Child and Family Guidance Center, North Texas Food Bank, Café Momentum and many others. Our goal is to bring students up to their potential and in doing so there will be a positive change in their thinking as well as their behaviors, which will result in a positive change in their world.
It is the policy of the Academy for Academic Excellence not to discriminate on the basis of race, color, national origin, gender or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964; amended by Title IX of the Educational Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act and Age Discrimination Act of 1975, as amended. The Academy for Academic Excellence will also take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational programs and services.
Es la política de La Academia de Excelencia Academica (AAE) ofrecer oportunidas sin discriminar en base a raza, color, religión, sexo, nacionalidad, y discapacidad en sus programas vocacionales o educativos, o en servicios o actividades. El Título VI y el Título VII de La Ley de Derechos Civiles de 1964, Título IX de las Enmiendas Educativas de 1972, Sección 503 y 504 de la Ley de Rehabilitación de 1973, la ley de Americanos Discapacitados de 1975, así como las reglas de AAE requieren que no discrimine de esta manera. La Academia de Excelencia Academica (AAE) tomará pasos necesarios para asegurar que la falta de destrezas en inglés no sea una barrera en la entrada o en la participación en todos los programas y servicios educativos.
Juvenile Justice Alternative Education Program
The Dallas County Juvenile Justice Alternative Education Program (DCJJAEP) serves students who have been expelled from their home school campus or who have been placed in the program by a Juvenile Court Judge. The length of enrollment depends upon the referring school district and the type of referral.
Students receive instruction in the four core courses of Math, Science, English/Language Arts, and Social Studies. The student to teacher ratio is 1:24 with many classes containing 12 students. The DCJJAEP also offers GED preparation courses for students who need an alternative outside of regular course work. Each student is assigned a caseworker to help them develop and maintain educational goals while in the program.
Location: DCJJAEP is located at 1673 Terre Colony Drive, Dallas Texas 75212.
Transportation: School districts organize transportation for their students attending DCJJAEP.
Uniforms: Students are required to wear khaki pants with either a white or green collared shirt. Students are not permitted to wear solid colored blue or red shoes.
School Hours: The school day goes from 8:00 a.m. to 3:30 p.m., Monday through Friday.
Contact Information:
Main Line: 214-637-6136 or 214-689-5501
Karen Ramos, Deputy Director of Education Services
Mr. Donnie Coffman, Campus Administrator
Aiding Students Who Have Learning Difficulties or Who Need Special Education or Section 504 Services
For those students who are having difficulty in the regular classroom, all school districts and open enrollment charter schools must consider tutorial, compensatory, and other academic or behavior support services that are available to all students, including a process based on Response to Intervention (RtI). The implementation of RtI has the potential to have a positive impact on the ability of districts and charter schools to meet the needs of all struggling students.
If a student is experiencing learning difficulties, his or her parent may contact the individual(s) listed below to learn about the school’s overall general education referral or screening system for support services. This system links students to a variety of support options, including making a referral for a special education evaluation or for a Section 504 evaluation to determine if the student needs specific aids, accommodations, or services. A parent may request an evaluation for special education or Section 504 services at any time.
Special Education Referrals:
If a parent makes a written request for an initial evaluation for special education services to the director of special education services or an administrative employee of the school district or open enrollment charter school, the district or charter school must respond no later than 15 school days after receiving the request. At that time, the district or charter school must give the parent a prior written notice of whether it agrees to or refuses to evaluate the student, along with a copy of the Notice of Procedural Safeguards. If the school district or charter school agrees to evaluate the student, it must also give the parent the opportunity to give written consent for the evaluation.
Please note that a request for a special education evaluation may be made verbally and does not need to be in writing. Districts and charter schools must still comply with all federal prior written notice and procedural safeguard requirements and the requirements for identifying, locating, and evaluating children who are suspected of being a child with a disability and in need of special education. However, a verbal request does not require the district or charter school to respond within the 15-school-day timeline.
If the district or charter school decides to evaluate the student, it must complete the student’s initial evaluation and evaluation report no later than 45 school days from the day it receives a parent’s written consent to evaluate the student. However, if the student is absent from school during the evaluation period for three or more school days, the evaluation period will be extended by the number of school days equal to the number of school days that the student is absent.
There is an exception to the 45-school-day timeline. If a district or charter school receives a parent’s consent for the initial evaluation at least 35 but less than 45 school days before the last instructional day of the school year, it must complete the written report and provide a copy of the report to the parent by June 30 of that year. However, if the student is absent from school for three or more days during the evaluation period, the June 30th due date no longer applies. Instead, the general timeline of 45 school days plus extensions for absences of three or more days will apply.
Upon completing the evaluation, the district or charter school must give the parent a copy of the evaluation report at no cost.
Additional information regarding special education is available from the district or charter school in a companion document titled Parent’s Guide to the Admission, Review, and Dismissal Process.
Section 504 Referrals:
Each school district or charter school must have standards and procedures in place for the evaluation and placement of students in the district’s or charter school’s Section 504 program. Districts and charter schools must also implement a system of procedural safeguards that includes notice, an opportunity for a parent or guardian to examine relevant records, an impartial hearing with an opportunity for participation by the parent or guardian and representation by counsel, and a review procedure.
Contact Person for Special Education and 504 Referrals:
The designated person to contact regarding options for a student experiencing learning difficulties or regarding a referral for evaluation for special education services is:
Contact: Campus Administrator
Phone Number: 214-698-2200
The following websites provide information and resources for students with disabilities and their families.
- Legal Framework for the Child-Centered Special Education Process
- Partners Resource Network
- Texas Project First
- Dyslexia Handbook important changes for families
- The Dyslexia Handbook 2021
- Compensatory Services -- English
- Updates in Special Education
- Resources | Texas Education Agency
- Pathways - The Texas Transition & Employment Guide to a Successful Life After High School for Students with Disabilities (edl.io)
The Special Education Information Center (SPEDTex) provides resources and interactive features for increasing family awareness of disabilities and special education processes, with the goal of improving partnerships between schools and families.
Contact information:
Phone: 1-855-773-3839
Email: inquire@spedtex.org
Live Chat: www.spedtex.org
www.spedtex.org
Ayudar a los estudiantes que tienen dificultades de aprendizaje o que necesitan educación especial o servicios de la Sección 504
Para aquellos estudiantes que tienen dificultades en el aula regular, todos los distritos escolares y las escuelas autónomas de inscripción abierta deben considerar servicios de tutoría, compensatorios y otros servicios de apoyo académico o de comportamiento que están disponibles para todos los estudiantes, incluido un proceso basado en Respuesta a la Intervención (RtI ). La implementación de RtI tiene el potencial de tener un impacto positivo en la capacidad de los distritos y las escuelas autónomas para satisfacer las necesidades de todos los estudiantes con dificultades.
Si un estudiante está experimentando dificultades de aprendizaje, sus padres pueden comunicarse con las personas que se enumeran a continuación para obtener información sobre el sistema general de evaluación o derivación de educación general de la escuela para los servicios de apoyo. Este sistema conecta a los estudiantes con una variedad de opciones de apoyo, incluida la derivación para una evaluación de educación especial o para una evaluación de la Sección 504 para determinar si el estudiante necesita ayudas, adaptaciones o servicios específicos. Un padre puede solicitar una evaluación para educación especial o servicios de la Sección 504 en cualquier momento.
Referencias de educación especial:
Si un padre hace una solicitud por escrito para una evaluación inicial de servicios de educación especial al director de servicios de educación especial o un empleado administrativo del distrito escolar o escuela autónoma de inscripción abierta, el distrito o escuela autónoma debe responder a más tardar 15 días escolares después recibir la solicitud. En ese momento, el distrito o la escuela autónoma debe dar a los padres un aviso previo por escrito de si está de acuerdo o se niega a evaluar al estudiante, junto con una copia del Aviso de garantías procesales. Si el distrito escolar o la escuela autónoma acuerda evaluar al estudiante, también debe dar a los padres la oportunidad de dar su consentimiento por escrito para la evaluación.
Tenga en cuenta que una solicitud para una evaluación de educación especial se puede hacer verbalmente y no es necesario que esté por escrito. Los distritos y las escuelas autónomas aún deben cumplir con todos los requisitos de salvaguarda procesal y notificación previa por escrito y los requisitos para identificar, localizar y evaluar a los niños que se sospecha que son niños con una discapacidad y que necesitan educación especial. Sin embargo, una solicitud verbal no requiere que el distrito o la escuela autónoma responda dentro del plazo de 15 días escolares.
Si el distrito o la escuela autónoma decide evaluar al estudiante, debe completar la evaluación inicial del estudiante y el informe de evaluación a más tardar 45 días escolares a partir del día en que recibe el consentimiento por escrito de los padres para evaluar al estudiante. Sin embargo, si el estudiante está ausente de la escuela durante el período de evaluación por tres o más días escolares, el período de evaluación se extenderá por el número de días escolares igual al número de días escolares que el estudiante está ausente.
Hay una excepción al cronograma de 45 días escolares. Si un distrito o una escuela autónoma recibe el consentimiento de los padres para la evaluación inicial al menos 35 pero menos de 45 días escolares antes del último día de instrucción del año escolar, debe completar el informe escrito y proporcionar una copia del informe a los padres antes de 30 de junio de ese año. Sin embargo, si el estudiante está ausente de la escuela por tres o más días durante el período de evaluación, la fecha límite del 30 de junio ya no se aplica. En su lugar, se aplicará el cronograma general de 45 días escolares más extensiones por ausencias de tres o más días.
Al completar la evaluación, el distrito o la escuela autónoma debe entregar a los padres una copia del informe de evaluación sin costo alguno.
Información adicional sobre educación especial está disponible en el distrito o en la escuela autónoma en un documento complementario titulado Guía para padres sobre el proceso de admisión, revisión y despido.
Referencias de la Sección 504:
Cada distrito escolar o escuela autónoma debe tener estándares y procedimientos establecidos para la evaluación y colocación de los estudiantes en el programa de la Sección 504 del distrito o escuela autónoma. Los distritos y las escuelas autónomas también deben implementar un sistema de garantías procesales que incluya notificación, una oportunidad para que un padre o tutor examine los registros pertinentes, una audiencia imparcial con la oportunidad de participación del padre o tutor y representación de un abogado, y un procedimiento de revisión..
Persona de contacto para educación especial y referencias 504:
La persona designada para contactar con respecto a las opciones para un estudiante que experimenta dificultades de aprendizaje o con respecto a una remisión para una evaluación para los servicios de educación especial es:
Contacto: Administrador(a) del campus
Número de teléfono: 214-698-2200
Los siguientes sitios web proporcionan información y recursos para estudiantes con discapacidades y sus familias.
- Marco legal para el proceso de educación especial centrado en el niño
- Red de recursos de socios
- Centro de información de educación especial
- Proyecto de Texas primero
- Guía de Transicion y Empleo de Texas
- Actualización del manual de dislexia 2021
Procedures for Requesting Charter Records
The parent/legal guardian or student over the age of 18 has the option of picking up records or sending records directly to the current school. The parent/legal guardian or student over the age of 18 must contact the data controller or registrar (listed below) for the Academy for Academic Excellence school campus that the student attended last.
If you are the Parent/Legal Guardian or Student over the age of 18:
- Please have the name, date of birth, and PID/SSN available for the records clerk to properly identify and retrieve your child’s records.
- Parent/Legal Guardian or Student over the age of 18 must provide a photo ID to be verified by the records clerk in our database.
- The parent/legal guardian or student over the age of 18 will sign for receipt of requested records.
- If the parent/legal guardian or student over the age of 18 does not have a picture ID, the records will be sent to the school of choice via Fax or TREx.
Records Contact Information
District Data Information (PEIMS)
2600 Lone Star Drive, Dallas, Texas 75212
PEIMS Coordinator: 214-698-4440
Administrative Analyst (PEIMS): 214-698-4375
District Special Education
1673 Terre Colony Court, Dallas, Texas 75212
SPED Director: 214-689-5545
SPED TA: 214-637-6136
Dr. Jerome McNeil Jr. Detention Center Campus
2600 Lone Star Drive, Dallas, Texas 75212
Data Controller: 214-698-4306
Registrar: 214-819-5119
Records Clerk: 214-698-4387
DRC Campus
1673 Terre Colony Court, Dallas, Texas 75212
Main: 214-637-6136
Data Controller: 214-698-4375
Registrar: 214-689-5504
Medlock Campus
1508-A East Langdon Road, Dallas, Texas 75241
Data Controller: 972-225-9703
Campus Clerk: 972-225-9748
Youth Village Campus
1508 East Langdon Road, Dallas, Texas 75241
Data Controller: 214-225-9703
Campus Clerk: 214-225-9748
Letot Center Campus
10505 Denton Drive, Dallas, TX 75220
Data Controller: 214-956-5532
Registrar: 214-956-2028
Academy for Academic Excellence
Juvenile Justice Alternative Education Program
Deputies Salary
The American Rescue Plan Act (ARP) signed into law on March 11, 2021 provided nearly $122 billion for the Elementary and Secondary School Relief Fund (ESSER). ARP ESSER funds are provided to State educational agencies in the same proportion as each State received under Title I-A of the Elementary and Secondary Education Act (ESEA) in fiscal year (FY) 2020. The Academy for Academic Excellence is to receive $3,039,731 of these federal funds. The district is currently in the process of gathering preliminary data from multiple stakeholders to guide and support the instructional and expenditure plan. Meaningful consultations with stakeholders will be implemented through the course of the academic year. These consultation touch points are in effort to strategically update and evaluate the use of these federal funds. The Academy for Academic Excellence will be collecting this preliminary data through a survey for all stakeholders to participate in. The Academy for Academic Excellence will post the survey on the Dallas County Educational Services website and email the survey to stakeholders. The Academy for Academic Excellence will have meaningful consultations via zoom/teams with stakeholders every six months. The consultations will review and discuss the plan. The preliminary use of funds plans and the preliminary Plan for Safe Return to In-Person Instruction and Continuity of Services plans will be posted on our website by June 11, 2021.
La Ley del Plan de Rescate Estadounidense (ARP) promulgada como ley el 11 de marzo de 2021 proporcionó casi $ 122 mil millones para el Fondo de Ayuda para Escuelas Primarias y Secundarias (ESSER). Los fondos ARP ESSER se proporcionan a las agencias educativas estatales en la misma proporción que cada estado recibió bajo el Título IA de la Ley de Educación Primaria y Secundaria (ESEA) en el año fiscal (FY) 2020. La Academy for Academic Excellence espera recibir $3,039,731 de estos fondos federales . El distrito está actualmente en el proceso de recopilar datos preliminares de múltiples partes interesadas para guiar y apoyar el plan educativo y de gastos. Se llevarán a cabo consultas significativas con las partes interesadas a lo largo del año académico. Estos puntos de contacto de consulta tienen como objetivo actualizar y evaluar estratégicamente el uso de estos fondos federales. La Academy for Academic Excellence recopilará estos datos preliminares a través de una encuesta para que participen todas las partes interesadas. La Academy for Academic Excellence publicará la encuesta en el sitio web de Servicios Educativos del Condado de Dallas y la enviará por correo electrónico a las partes interesadas. La Academy for Academic Excellence tendrá consultas significativas a través de zoom / equipos con las partes interesadas cada seis meses. Las consultas revisarán y discutirán el plan. El uso preliminar de los planes de fondos y el Plan preliminar para el regreso seguro a la instrucción en persona y los planes de continuidad de los servicios se publicarán en el sitio web de Servicios Educativos del Condado de Dallas a más tardar el 11 de junio de 2021.
- Enlace de encuesta: https://www.surveymonkey.com/r/XPHBZYL
(Necesita ayuda con la traducción de las preguntas de la encuesta llame al 214-689-5591 o 214-689-5501. - Ley del Plan de Rescate Estadounidense (ARP)