THEO Subgrantee TrainingOctober, 2011

pjulianelle@naehcy.org 1

2

Identification

Maximizing ResourcesTransportation

Connecting youth and families with services

Increasing sensitivity of school staff

Donations

Host homes

Free meals

3

What gaps can you identify with MV awareness and support in your school district? At the district-wide level At the school building level

What gaps can you identify with MV awareness and support in your community? Other education programs Service providers (homeless and general) Civic groups Faith community

4

New Tools to involve your school district MV-FAFSA Round Up and tools for counselors Dropout Prevention and Recovery MV 101 in Spanish “The McKinney-Vento Act in Our Schools”

New Tools to involve your community “The McKinney-Vento Act in Our Schools” HEARTH Act

5

Thanks to the creative genius of Patrick Lopez!Target is high school counselors, teachers

and studentsMeant to boost identification at HS level,

especially unaccompanied youthMeant to ensure that ALL unaccompanied

youth complete the FAFSA correctly

6

Counselor provides all seniors (or all students) with definition of unaccompanied homeless youth and how it affects the FAFSA.

Students who feel they may meet the definition can choose to visit the counselor.

Counselor determines if they meet definition, connects to services, and assists with FAFSA.

Minimal time investment; no cost; school can choose when and how to implement.

7

Ready-made Kit awaits you Intro info on unaccompanied youth,

McKinney-Vento, and the FAFSAMV Identification Checklist for CounselorsFAFSA Tip Sheet for CounselorsSample talking points for counselorsSample script for teachersSample letter for seniorsSample newsletter announcement

8

The THEO website: www.utdanacenter.org/theo/news/FAFSA.php

9

Tools targeting Dropout Prevention and Recovery Programs2-page brief (definition, practical strategies,

resources)Power Point presentation

For Spanish-speakers: MV 101 Power Point in Spanish

Email pjulianelle@naehcy.org if you want them!

70 interviews in 11 school districts in Texas, with and without MV subgrants

2 videos for community awareness8 videos designed for PD with specific groups:

10

•Social workers•Counselors•Principals•Registrars

•Federal programs directors•Superintendents, school board members•MV Liaisons•Shelter providers

11

How could you use these in your district?What school/district personnel?What training opportunities?How to get on the agenda?

How could you use these in your community?What organizations/agencies?What training opportunities?How to get on their agendas?

12

THEO will have all the videos digitized on their website.

Contact them if you need more DVDs.

13

Definitions of homeless

Final regulations not yet issued

Collaborations

2 new assurances for CoCs

2 new assurances for project applicants

14

Sharing the housing of others due to loss of housing, economic hardship, or similar reason

Living in motels, hotels, trailer parks, camping grounds due to lack of adequate alternative accommodations

Living in emergency or transitional sheltersLiving in a public or private place not designed for

humans to liveLiving in cars, parks, abandoned buildings, substandard

housing, bus/train stations, similar settingsMigratory children living in above circumstancesAwaiting foster care placement

15

Definition category 1:People who will lose their housing within 14 days, as shown by: Court order, Living in a motel and don’t have resources to

stay for more than 14 days, or Credible evidence that they cannot stay where

they are for more than 14 days

16

Definition category 2:Unaccompanied youth and families with children defined as homeless under other federal laws, IF: Have not been in permanent housing for a long time,

AND

Experienced persistent instability as measured by frequent moves, AND

Can be expected to continue this way due to severe barriers

17

Definition category 3:Individuals or families fleeing domestic violence or other dangerous or life threatening conditions in their current housing, including where the health or safety of children is jeopardized

Continuum of Care Assurances

1.To demonstrate that it is collaborating with LEAs to assist in the identification of homeless families as well as informing these homeless families and youth of their eligibility for McKinney-Vento education services.

Continuum of Care Assurances

2.To demonstrate that it is considering the educational needs of children when families are placed in emergency or transitional shelter and is, to the maximum extent practicable, placing families with children as close to possible to their school of origin so as not to disrupt their children’s education.

What does CoC-school collaboration currently look like?How can it be improved?How can CoC providers assist in identification?How can CoC providers inform families and youth of their educational rights?How can CoC agencies take school stability into account when placing families and youth?How can schools and CoCs work together to increase stability in all aspects of children and youth’s lives?

Project Applicant assurances

1.To establish policies and practices that are consistent with, and do not restrict the exercise of rights provided by the education subtitle of the McKinney-Vento Act, and other laws relating to the provision of educational rights and related services to individuals and families experiencing homelessness.

Project Applicant assurances

2.That programs that provide housing or services to families designate a staff person to ensure that children are enrolled in school and connected to the appropriate services within the community, including early childhood programs such as Head Start, Part C of the Individuals with Disabilities Act, and McKinney-Vento education services.

What kinds of policies or practices might restrict the exercise of homeless children’s and youth’s educational rights?What other rights might be limited inadvertently by HUD-funded homeless providers?Who would be the appropriate education designee in your agency?How might this person ensure that children are enrolled in school and connected to early childhood opportunities?What kind of collaborations must be in place?

http://naehcy.org/hudnofa.htm