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Agenda

Homeless/foster updates/reminders
Act 67
McKinney-Vento job description
Monitoring
Supports in Foster Care
Foster Care Survey
Agency Collaboration with LEAs
Building Level Contacts
Liaison checklists
Working with parents
Q & A

www.ecyeh7.com

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Updates

Homeless numbers continue to increase
Homeless time period continues to be longer
FAFSA updated
Letters of Agreement
Transportation
New documents

www.ecyeh7.com

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Reminders

Monitoring assistance/training?
Extension of liaisons/Building level contacts
Check ECYEH website
Update information on LEA website
Act 1
Cyber school determinations (billing and status)
BID meeting participants (Special Education)
BID meetings must occur when there is a change of placement (information)
Contact regional office with issues (communication)
Refer to early childhood services

www.ecyeh7.com

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ACT 67

Passed July 11, 2024
Updates the residency dispute provisions of the Public School Code
Bill prohibits disenrollment until a residency dispute is resolved
McKinney-Vento law and procedures still apply
Before a dispute, it must be determined that a student is not McKinney-Vento eligible

www.ecyeh7.com

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www.ecyeh7.com

Sample McKinney-Vento Homeless Education Program Job Description

Position Title: District McKinney-Vento Liaison

Department: Student Services/ Federal Programs

Reports To: Student Service/Federal Programs Director

SUMMARY: The Homeless Liaison is responsible for assuring that homeless/highly mobile children are fully integrated into the mainstream school setting and offered appropriate educational support as authorized under the McKinney-Vento Act for Homeless Education. The Homeless Liaison shall coordinate and collaborate with the state/regional coordinator, community and school personnel responsible for the provision of education and related services to homeless students. The McKinney-Vento Liaison is the LEA resource for district administrators, guidance counselors, teachers and support staff regarding students experiencing homelessness as defined by the McKinney-Vento federal legislation.

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www.ecyeh7.com

Sample McKinney-Vento Homeless Education Program Job Description

Duties and Responsibilities

1. Understand all federal guidelines as they pertain to the eligibility of children and provision of services for the McKinney-Vento Homeless Program, ensuring identification and eligibility are school district priorities.

2. Understand and have knowledge of the McKinney-Vento Act. Assist in immediate enrollment and provisions involving transportation of eligible students.

3. Coordinate with designees, social workers and school staff in the district to assist homeless students with obtaining documents necessary to enter school.

4. Coordinate with designees, social workers and school staff to assist with services and supplies that benefits children, youth and families.

5. Monitor academic performance, attendance and truancy of homeless students. Notify district administration of Act I eligibility.

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www.ecyeh7.com

Sample McKinney-Vento Homeless Education Program Job Description

Duties and Responsibilities

6. Assist with medical needs i.e., glasses, immunizations, dental and mental health that impairs school performance.

7. Check on enrollment records, and identify support needs, if Spec Ed –assist with IEP’s and with parent/guardian questions. Advocate for the child if the evaluation process needs to be implemented.

8. Contact the school social worker and assist with uniforms and clothing. Supply parent rights, back packs, so that student socially blends in with other students in their school.

9. Assist with placing children in tutoring, mentoring or after school programs.

10. Assist parents in motels or doubling up with referrals for food, clothing, and shelter.

11. Network with community agencies to provide appropriate referrals to agencies, organizations, housing and health care.

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www.ecyeh7.com

Sample McKinney-Vento Homeless Education

Program Job Description

Duties and Responsibilities

12. Ensure that families are notified of available pre-school, EI, Head Start programs for which they have eligible children.

13. Ensure that public notice of the educational rights of students experiencing homelessness is displayed in every district building and in community locations.

14. Assist families with resources and services to overcome homelessness.

15. Advocate and expedites services for our homeless population.

16. Provide the shelters with educational resources and information regarding school district resources.

17. Utilize crisis intervention and trauma informed skills, case management and community resources knowledge to support the family to move toward greater family stabilization for better school performance when possible.

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www.ecyeh7.com

Sample McKinney-Vento Homeless Education Program Job Description

Duties and Responsibilities

18. Provide appropriate referrals to County Children and Youth Services as designated by law and school board policy.

19. Maintain documentation on all services provided to children and youth.

20. Provide training and support to all school district staff.

21. Coordinate and collaborate with all LEA departments, including Title I, transportation, food service, etc. to ensure all appropriate services are provided.

22. Participate in State and Regional trainings and meetings, coordinate with ECYEH coordinators.

23. Ensures the complete and accurate collection and submission of data to LEA PIMS and ECYEH systems.

24. Ensure that all students in homeless situations enroll in and have full and equal opportunity to succeed in school and participate in all activities.

The duties described above are not all inclusive, and additional duties may be assigned as needed.

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Monitoring 2025

Changes and Requirements for Monitoring implemented in 2024-25

www.ecyeh7.com

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Purpose of the ECYEH Monitoring �

The purpose of LEA is to ensure compliance with the McKinney-Vento Act. Data collected during the monitoring process is used by regional coordinators to assist LEAs with quality assurance and improvement, and by the Pennsylvania Department of Education (PDE) to ensure that LEAS comply with federal homeless monitoring regulations. Items reviewed during monitoring are based on standards from the Education for Homeless Youth Basic Education Circular (BEC) and/or the United States Department of Education McKinney-Vento Monitoring Tool (SEA).

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ECYEH Monitoring Tool�

The ECYEH monitoring tool is divided into two parts: Document Review and Monitoring Interview. Each individual item on the tool is scored and scores are tallied by segment and overall. Scores are used to help PDE and regional coordinators to identify areas in need of technical support at the individual LEA level and in trends in aggregate. The following information is provided for LEAs to prepare for the monitoring process.

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Document Review�

Document Review has two sections. The first, document upload, must be completed one week prior to the LEA Monitoring Visit and involves uploading specific documents to the online ECYEH system. The second part of the document review is conducted during the visit itself, when the LEA shows the monitor specific documents as part of the interview process.
Scoring: Documents that include all or nearly all of the best practices/standards set forth by monitoring regulations will be marked as “Meets Standards” and assigned 2 points. Documents that incorporate some, but not all, of the standards noted below will be marked as “Does Not Meet Standards” and assigned 1 point. Documents that do not meet any of the standards, or that are not provided, will be marked as “Not Provided” and will receive zero points.

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Section 1: Document Upload �

1. Board Policy 251 (0r other LEA Board Policy)

2. Homeless Liaison job description

3. Staff Handbook

4. Parent Handbook

5. School Staff training materials (one or more documents or PPT)

6. LEA Profile (from ECYEH Data website)

7. Identified student planning form (not just demographics)

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Section 2: Documents Shared During Monitoring

1. Basic Education Circular (BEC) demonstrate ability to access

2. LEA Website

3. ECYEH Website (ability to navigate)

4. Posted Public Notification of Rights

5. McKinney-Vento flyers, brochures, posters (distributed to stakeholders)

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LEA Monitoring Visit�

The monitoring visit consists of an interview with the LEA Homeless Liaison, and other relevant LEA personnel as needed, in addition to demonstrating the ability to access specific documents / websites as part of the document review section above. There are 41 questions categorized under six main interview topics, followed by two questions asking for LEA program quality recommendations. A table of documents detailing the interview questions LEAs should be prepared to answer and the standards monitors are looking for is in distributed packet of information.

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LEA Monitoring Visit

Scoring: Monitors will score responses to each of the 41 interview questions on the monitoring tool. The two questions regarding program quality recommendations are not scored. If the LEA answers the question in a way that meets the majority of response standards, the monitor will assign 2 points. If the LEA responds to the question in a way that meets some of the standards the standards, they will be assigned 1 point. If the LEA does not provide a satisfactory response to the question they will receive zero points for that item. If a section is Not Applicable for an LEA, the monitor can select N/A and score the LEA as having all of the points possible for that section.

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Supports for Students in Foster Care

Points of contact should:

Create and maintain local processes and procedures for best interest
Keep documentation
Ensure proper identification
Facilitate record transfer and immediate enrollment
Develop and coordinate local transportation procedures
Manage disputes
Provide professional development
Support full engagement and participation in school activities for foster students

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Supports for Students in Foster Care

Stabilizing supports for foster students

Stability is essential for the well-being of students in foster care
Ensure contact information for all parties available
Check in regularly
Know which families might need additional assistance (community resources)
Monitor attendance and if student needs additional support in school
Strengthen connections with caseworkers (collaboration)

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Supports for Students in Foster Care

Foster Care Checklist

To ensure compliance with the federal Every Student Succeeds Act, districts and custodial agencies must complete these steps each time a child is placed into foster care or changes foster care placement.

The custodial agency will notify the child’s school and district as soon as possible when a student is placed into foster care or has a change in their living arrangements. The custodial agency also will inform the school and district if placement could result in a change to the student’s school.
The school will immediately update the child’s foster care status in the student database. Students placed in foster homes must be reported in PIMS by all districts involved.

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Supports for Students in Foster Care

Foster Care Checklist

If the location of the foster care placement could result in a change to the student’s school:

The student will remain in their school of origin until the district and custodial agency make a best interest determination.
The custodial agency and school will make a best interest determination decision within five days of the student’s foster care placement, except in emergency removal situations.
The district and custodial agency will complete a Best Interest Determination Form to document the decision and next steps.

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Supports for Students in Foster Care

Foster Care Checklist

If the district and custodial agency determine the child should stay in his or her school of origin:

The district and custodial agency will develop and implement a plan to provide, arrange and fund transportation following a best interest determination.
Interim transportation is arranged by the district and custodial agency until permanent transportation plans are in place.

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Supports for Students in Foster Care

Foster Care Checklist

If the district and custodial agency determine the child should change schools:

The student will immediately be enrolled in the new school by the custodian. The new school will request the student’s records within twenty-four hours from the school of origin.
The school of origin will send the student’s records within one school day as best practice.
The custodial agency will provide the new school with as much information as possible about the student (such as age, grade and academic history) to ensure appropriate support and placement until the school receives relevant records from the school of origin.
The student’s grade-level placement can be determined through screening and assessments until relevant records are available.
The new school will provide the student credit for coursework completed while attending prior schools.

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Foster Care Survey Results

www.ecyeh7.com

Foster students in county: 53%

Foster students out of county: 47%

Foster students in Residential Placements: 13%

Number of BID meetings that occur: 72%

Who initiates BID meeting: 20% School of Origin 20% School of Residence 60% CCYA

Updated Transportation Plan: 83% Yes 17% No

Transportation Plan with other counties: 0% Yes 100% No

Disputes: 0% Yes 100% No

Procedure in place that POC is immediately notified: 100% Yes 0% No

Process in place all appropriate staff made aware of foster enrollment: 100% Yes 0% No

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Agency Collaboration with LEAs

Agency responsibilities to children they serve:

Ensure school enrollment and attendance for children of compulsory age (6-18)
Maintain updated school records in a family/child’s case record
Ensure access to education for all eligible children (including 0-5 and 18-21)
Address concerns related to truancy
Assess educational strengths and needs
Arrange or advocate for educational services (tutoring, special education, etc.

www.ecyeh7.com

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Agency Collaboration with LEAs

Agency responsibilities to children they serve:

Participate in planning for the transition to adulthood

Provide guidance and assist access to higher education and career opportunities

Promote educational stability for students in foster care

www.ecyeh7.com

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Agency Collaboration with LEAs

Refer to checklist in packet and roles and responsibilities

Importance of immediate enrollment:

Could impact the educational experience and outcome of students in foster care

Challenges to immediate enrollment:

Partial and missing records
Lack of knowledge regarding provisions and process for students in foster care (BID meeting)
Lack of clarity as to who may enroll student
Misinformation about foster care generally

www.ecyeh7.com

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Agency Collaboration with LEAs

Registration in appropriate classes and programs

Everyone should work together to obtain any information regarding a student’s current academic standing and needs

Information should include: Transcripts, IEP and IEP team reports, 504 plans, disciplinary history and class schedules

Having this information is important for the receiving school so the child is placed appropriately.

www.ecyeh7.com

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Agency Collaboration with LEAs

Important reminders

School stability is important

Students can attend school of origin when feasible

Identification of foster students is important (district and agency procedures)

Inform all necessary parties of changes in student’s placement (liaison, special education, etc.)

www.ecyeh7.com

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Agency Collaboration with LEAs

School enrollment procedures for foster students

School registration staff should be able to determine if student is in a foster placement and immediately enroll
Immediately notify LEA Foster POC
Request records immediately
Inquire about partial credits, which must be granted
Inquire about special education, 504 plan, expulsions, EDM for appropriate placement
Verify if student is ACT 1 eligible

www.ecyeh7.com

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Building Level Points of Contact (McKinney-Vento and Foster)

Important for student to have supports they need daily
Will help facilitate compliance with state and federal laws
Training provided by liaisons or regional office

Advantages of having building points of contact:

Help with identification and support with families
Help ensure POCs and liaisons can carry out duties
Help school-level staff understand student needs and rights

www.ecyeh7.com

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Building Level Points of Contact (McKinney-Vento and Foster)

Consider these qualities and ideas when designating building points of contact:

Representation matters
Racial equity and support
Support for LGBTQ students
Lived experiences
Meaningful relationships with students, families and staff
Passion for the work
Community connections
Current workload capacity (duties)
Consider counselors, social workers, family outreach workers, etc.

www.ecyeh7.com

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Checklist For McKinney-Vento Liaisons

www.ecyeh7.com

Understanding the Law and Regulations

Familiarize yourself with the McKinney-Vento Homeless Assistance Act and its amendments.

Stay updated on federal, state, and local regulations related to homeless education.

Review and understand the school district’s policies on homelessness and student rights. Revise as needed.

2. Identification of Homeless Students

Develop and implement procedures for identifying students experiencing homelessness.

Train school staff to recognize signs of homelessness and the process for referring students to the liaison.

Ensure proper documentation is collected to determine eligibility. (inner district)

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Checklist For McKinney-Vento Liaisons

www.ecyeh7.com

3. Enrollment and Records

Facilitate immediate enrollment for homeless students, even without standard documentation.

Assist in obtaining school records, transcripts, and immunization records from previous schools.

Ensure that students receive any needed accommodations or services during enrollment.

4. Educational Support and Services

Provide information on available educational programs, services, and resources.

Coordinate with teachers and staff to address the academic needs of homeless students.

Ensure that students have access to extracurricular activities, transportation, and other school services.

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Checklist For McKinney-Vento Liaisons

www.ecyeh7.com

5. Communication and Collaboration

Maintain regular communication with parents/guardians and guardians of homeless students.

Collaborate with community agencies, shelters, and social services to support student needs.

Work with school counselors and social workers to address any barriers to learning.

6. Training and Professional Development

Conduct regular training for school staff on the McKinney-Vento Act and best practices for supporting homeless students.

Stay informed about new strategies and resources for supporting homeless students.

Maintain contact with Regional office, attend meetings and trainings.

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Checklist For McKinney-Vento Liaisons

www.ecyeh7.com

7. Data Collection and Reporting

Keep accurate records of homeless students and the services provided.

Monitor and analyze data to identify trends and areas for improvement.

Prepare and submit required reports to the school district and state ECYEH system.

8. Advocacy and Support

Advocate for the needs and rights of homeless students within the school and community.

Provide support and resources to help students and families address their immediate needs (e.g., housing, health care).

Ensure that students are aware of their rights and how to access available resources.

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Checklist For McKinney-Vento Liaisons

www.ecyeh7.com

9. Follow-Up and Evaluation

Regularly follow up with students and families to ensure ongoing support and address any emerging needs.

Evaluate the effectiveness of current policies and procedures and make necessary adjustments.

Gather feedback from students, families, and staff to improve services.

10. Emergency Preparedness

Develop and implement an emergency plan for supporting homeless students during crises.

Ensure that emergency contacts and resources are up-to-date and accessible.

This checklist can help ensure that the McKinney-Vento Liaison role is performed effectively and that students experiencing homelessness receive the support they need to succeed academically and personally.

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Checklist After Identification

www.ecyeh7.com

Building contact checklist

☐ Inform parent/student of McKinney-Vento rights (In writing)

☐ Provide community resources (Assist if needed)

☐ Set up transportation

☐ Make sure student is receiving free lunch/breakfast

☐ Fill out intake form

☐ Discuss academic needs (Remediation, credit recovery, bi-lingual services, etc.)

☐ Refer to necessary services (Trauma-informed, SAP, counseling, tutoring)

☐ Check Act 1 eligibility

☐ Make plan to routinely check on student (Discuss needs/progress)

☐ Inform liaison and other appropriate staff members (teacher, principal, etc.)

Discuss the living situation and any effect it will have on school work.

☐ Keep separate files for homeless/foster students

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Checklist After Identification

www.ecyeh7.com

Services provided

☐ Tutoring or other instructional support

☐ Expedited evaluations

☐ Referrals for medical, dental or other health services

☐ Transportation

☐ Early Childhood Programs

☐ Assistance with participation in school programs

☐ Before, after-school, mentoring, or summer programming

☐ Obtaining or transferring records necessary for enrollment

☐ Coordination between schools and agencies

☐ Counseling

☐ Clothing to meet school requirement

☐ School supplies

☐ Referral to other programs or services

☐ Emergency assistance related to school attendance

☐ Other services

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Checklist After Identification

www.ecyeh7.com

Other services description:

Funding (Check funding source for any service provided)

☐ Title 1A Services:

☐ McKinney-Vento Services:

☐ ARP HCY 1 Services:

☐ Other funding Services:

Completed by: ________________________________________________________

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Working with Parents and Families

www.ecyeh7.com

Law requires that parents of McKinney-Vento students are provided with information on the law and their right to dispute

Challenges

Parents under inordinate stress
Can be confrontational or uncooperative

Important to remember these challenges as you seek to their trust and empower them to collaboratively increase their success in school.

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Working with Parents and Families

www.ecyeh7.com

Working with Parents Who Have Experienced Trauma

Trauma can cause parents to lose control of their behavior

Some triggers may to losing control may be:

-A sense of being ignored or not heard

-A sense of being disrespected

-A sense of being viewed a wrong or incompetent

-A feeling of being threatened (literally or figuratively)

-Perception of being denied what they deserve or have things taken away

-One too many requests or requirements

-Physical contact

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Working with Parents and Families

www.ecyeh7.com

Trauma responses could be:

Flight-Minimize the seriousness of their challenges or those of their children and avoid taking responsibility

Fight-Becoming aggressive and confrontational (verbal or physical)

Freeze-Parents will become passive and nonresponsive

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Working with Parents and Families

www.ecyeh7.com

Developing Rapport through Communication

Communication is critical for developing trust with parents. Good rapport enables local school staff and liaisons to establish a working relationship with parents that results in good educational decisions for children.

Keep impersonal communication, such as letters and emails, to a minimum; conduct face-to-face or video conference conversations whenever possible.
Provide a welcoming environment.
Conduct sensitive conversations in a private and comfortable place.
Avoid using the word “homeless” and other charged and judgmental language.
Talk to them about their living situation; be sensitive and discreet.
Ask them about their needs. A good question to ask is, “How may we be of assistance to you and your family? What would be helpful for you now?”

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Working with Parents and Families

www.ecyeh7.com

Developing Rapport through Communication

Assure them that their children are welcome in your school and that you have their best interest in mind.
Empower and encourage parents; discuss solutions to challenges with them.
Discuss things about which they feel positive.
Listen! Listen! Listen!
Be aware of your own triggers. Notice when you are having a reaction to what the parent, guardian, or youth is saying and continue being present for them. Make sure you are always putting the needs of the family and youth first.