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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.
Contact Person for Special Education 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: 214-689-5501
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 Section 504 services is:
Contact: Campus Administrator
Phone Number: 214-689-5501
Additional Information:
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
- Special Education Information Center
- Significant Disproportionality Requirements
- Texas Project First
- The Dyslexia Handbook 2024
- 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 salón de clases normal, todos los distritos escolares y las escuelas autónomas de inscripción abierta deben contemplar servicios de tutoría y compensatorios, y otros servicios de apoyo académico o conductual que estén disponibles para todos los estudiantes, incluido un proceso basado en la Respuesta a la Intervención (RtI). La implementación de la RtI tiene el potencial de impactar positivamente en la capacidad de los distritos y escuelas autónomas de satisfacer las necesidades de todos los estudiantes con problemas.
Si un estudiante está experimentando dificultades de aprendizaje, sus padres pueden comunicarse con la(s) persona(s) mencionada(s) más abajo para obtener información sobre el sistema general de remisión o control de la educación general de la escuela para los servicios de apoyo. Dicho sistema vincula a los estudiantes con una variedad de opciones de apoyo, entre las que se encuentra la remisión para que se realice una evaluación de educación especial o una evaluación de la Sección 504 con el fin de determinar si el estudiante necesita asistencia, adaptaciones o servicios específicos. Los padres pueden pedir una evaluación para los servicios de educación especial o de la Sección 504 en cualquier momento.
Referencias de educación especial:
Si los padres solicitan, por escrito, al director de servicios de educación especial o a un empleado administrativo del distrito escolar o de la escuela autónoma de inscripción abierta que se realice una evaluación inicial para recibir servicios de educación especial, el distrito o la escuela autónoma deben responder dentro de los 15 días lectivos después de haber recibido la solicitud. En ese momento, el distrito o la escuela autónoma deben entregar a los padres notificación previa por escrito respecto de si están de acuerdo o no en evaluar al estudiante, además de enviarles una copia de la Notificación de salvaguardas procesales. Si el distrito escolar o la escuela autónoma están de acuerdo en evaluar al estudiante, también deben darles a los padres la oportunidad de prestar su consentimiento por escrito para la evaluación.
Por favor tenga en cuenta que una solicitud para una evaluación de educación especial puede hacerse verbalmente y no necesita hacerse por escrito. Los distritos y escuelas “chárter” deben seguir cumpliendo con todas las notificaciones previas por escrito y los requisitos sobre las salvaguardas procesales de la ley federal para identificar, localizar y evaluar a los niños que se intuya puedan ser niños con alguna discapacidad y que necesite educación especial. Sin embargo, una petición verbal no requiere que el distrito o la escuela “chárter” respondan dentro del periodo establecido de los 15 días escolares.
Si el distrito o la escuela autónoma deciden evaluar al estudiante, deben completar la evaluación inicial y el informe de la evaluación dentro de los 45 días lectivos posteriores al día en que reciban el consentimiento por escrito de los padres para evaluar al estudiante. Sin embargo, si el estudiante se ausenta de la escuela por tres días lectivos o más durante el período de evaluación, dicho período se extenderá la misma cantidad de días lectivos que el estudiante haya faltado.
Existe una excepción al plazo de 45 días lectivos. Si un distrito o una escuela autónoma reciben el consentimiento de los padres para la evaluación inicial entre los 35 y 45 días lectivos previos al último día de clases del año, deben completar el informe escrito y proporcionarles una copia del mismo a los padres, a más tardar, el 30 de junio de dicho año. No obstante, si el estudiante falta a la escuela tres días o más durante el período de evaluación, no se aplica la fecha límite del 30 de junio, sino que se aplica el plazo general de 45 días lectivos más prórrogas por ausencias de tres días o más.
Al completar la evaluación, el distrito o la escuela autónoma deben proporcionar a los padres una copia del informe de evaluación en forma gratuita.
Hay disponible información adicional sobre educación especial del distrito o la escuela autónoma en el documento complementario titulado Guía para padres sobre el proceso de admisión, revisión y retiro.
Persona de contacto para las remisiones de educación especial:
La persona designada para contactar en relación con las opciones para un estudiante que experimente dificultades de aprendizaje o en relación con una remisión a evaluación para recibir servicios de educación especial es:
Persona de contacto: Campus Administrador
Número de teléfono: 214-689-5501
Remisiones de la Sección 504:
Cada distrito escolar o escuela autónoma debe tener estándares y procedimientos en vigor para la evaluación y colocación de estudiantes en el programa de la Sección 504 del distrito o la escuela autónoma. Además, los distritos y las escuelas autónoma deben implementar un sistema de salvaguardas procesales que incluya una notificación, una oportunidad para que los padres o tutores examinen los registros relevantes, una audiencia imparcial en la que puedan participar los padres o tutores y en la que haya representación por parte de un abogado, y un procedimiento de revisión.
Persona de contacto para las remisiones de la Sección 504:
La persona designada para contactar en relación con las opciones para un estudiante que experimente dificultades de aprendizaje o en relación con una remisión a evaluación para recibir servicios de la Sección 504 es:
Persona de contacto: Campus Administrador
Número de teléfono: 214-689-5501
Información adicional:
Los siguientes sitios web ofrecen información y recursos para los 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
- Actualización del manual de dislexia 2024
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)
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