Training Overview Part III Part III – Collaboration — 45 minutes FERPA

Training Overview Part III Part III – Collaboration — 45 minutes FERPA
Title I / Title I, Part A Foster Care Housing Programs Community Collaborations Statewide Homeless Youth Report (from HB679) TEXSHEP Subgrants Part III of the training will detail issues related collaborations between homeless education programs and various other entities including FERPA, Title I funding, Foster Care Programs, Housing Programs, Community Collaborations, Statewide Reports and TEXSHEP (Texas Support for Homeless Education Program) subgrant funding.

Part III Part III – Collaboration FERPA Title I / Title I, Part A
Foster Care Housing Programs Community Collaborations Statewide Homeless Youth Report (from HB679) TEXSHEP Subgrants Let’s first look at FERPA to see what the law dictates about sharing information about students while working collaboratively. With regards to students in homeless situations, FERPA defines when and to whom student records can be shared and also contains information about the role of adults acting as parents for unaccompanied youth.

FERPA provisions as they relate to M-V students:
Part III FERPA FERPA provisions as they relate to M-V students: Schools must treat information about a homeless child’s or youth’s living situation as a student education record, subject to all the protections of FERPA FERPA specifically exempts certain information from the definition of “education records.” Among others, the exemptions include “records such as notes made and kept by a teacher or counselor” “Parent” means a parent of a student and includes a natural parent, a guardian, or an individual acting as a parent in the absence of a parent or a guardian FERPA states that information about a students living situation is to be treated and given the same protections as any other student education record. Therefore, if a district uses an SRQ, the information included in the SRQ would be considered a student education record. However, anecdotal notes kept by teachers or counselors about a student’s situation would not be exempt, and not considered education records. Furthermore, FERPA is quite broad in its definition of “parent” which includes an individual acting as a parent in the absence of a parent or guardian.

Part III FERPA A school district can release education records to officials of another school, school system, or institution of postsecondary education where the student seeks or intends to enroll, or where the student is already enrolled so long as the disclosure is for purposes related to the student's enrollment or transfer A school district or school can release education records to other school officials, including teachers, within the district or school whom the district or school has determined to have legitimate educational interests Information about a McKinney-Vento student’s living situation, address and homelessness cannot be disclosed without written consent If a student attempts to enroll or transfer to another school, a school district can release education records to the new school, including post-secondary institutions. Schools can also release education records to school officials, including teachers, if they have a legitimate educational interest in the student. Information about a McKinney-Vento student’s living situation, address and homelessness cannot be disclosed without written consent.

Part III FERPA Disclosing a family’s address to landlords or authorities – even if disclosing such “directory information” would otherwise be allowed by district policy – violates the McKinney-Vento Act and has no relation to promoting the students’ academic achievement If a youth is separated from his or her parent or guardian and is in the care of another individual who is acting as a parent in the absence of a parent or a guardian, that individual can have access to the student’s education records and provide consent for disclosures An individual who is acting as a parent can enroll the youth in school and speak with teachers and other school staff about the student and the student’s education Schools should be careful and not release any information, including “directory information,” for students experiencing homelessness to landlords or authorities as it may jeopardize current living situations. Often times, students who are unaccompanied will have an adult or other individual in their life acting as a caregiver. FERPA would allow that person to have access to the student’s education records and provide consent for disclosures. This person would also be able to enroll the student in school and speak with teachers and other school staff about the student and the student’s education.

Part III FERPA When a caregiver enrolls a student in school under the McKinney-Vento Act and is acting as a parent in the absence of a parent or a guardian, that caregiver meets the definition of parent The law permits schools to allow students under age 18 to have access to their own education records and provide consent for disclosures, as long as those rights do not supersede the rights of their parents. For example, a school may permit a minor student to inspect and review his or her education records An 18 year old student has the right to control his/her own records According to FERPA, when a caregiver enrolls a student in school under the McKinney-Vento Act and is acting as a parent in the absence of a parent or guardian, that caregiver meets the definition of parent. Many schools have questions about the rights of a student who is under 18 years of age. Homeless unaccompanied youth under the age of 18 have the right to access their records and provide consent for disclosures, as long as those rights do not supersede the rights of their parents.

Part III Part III – Collaboration Title I / Title I, Part A FERPA
Foster Care Housing Programs Community Collaborations Statewide Homeless Youth Report (from HB679) TEXSHEP Subgrants The next portion of the training will review the ways in which LEAs can use Title I funds to enhance the education of students experiencing homelessness.

Access to Title I – Overview
Part III Access to Title I – Overview The underlying premise for services to children and youth experiencing homelessness in any LEA is: Any student, including a Pre-K student, who is homeless and attending any school in the district is eligible for Title I services. Please note that any student, including a pre-k student, who is homeless is eligible for Title I services. This would include homeless students on both title I and non-Title I campuses. Homeless students attending any campus would be eligible for Title I services.

Part III Access to Title I – Overview Local Plans Local Title I plans must describe the services the LEA will provide to support the enrollment, attendance, and success of homeless children and youth, including services provided with the Title I homeless reservation, in coordination with the services the LEA provides under the McKinney-Vento Act. In fact, local Title I plans must describe the services the LEA will provide to support the enrollment, attendance and success of homeless children and youth. This would include services provided via the reserved funds for serving homeless students.

Part III Access to Title I – Overview School districts and other LEAs provide services to students experiencing homelessness with Title I through two Title I funding streams: Regular Title I, Part A, funds Title I, Part A, Set-Aside funds There are two Title I funding streams that LEAs can use to provide services to students experiencing homelessness. They are the Regular Title I, Part A funds and the Title I, Part A, Set-Aside funds.

Part III Access to Title I – Overview For the purposes of this training, the following definitions for these two funding streams will be used: Regular Title I, Part A, funds - those funds that come to the district and are allocated to campuses (either through school-wide or targeted-assistance programs) or are reserved at the district level for district-wide activities Regular Title I, Part A funds are those funds that come to the district and are allocated to campuses (either through school-wide or targeted-assistance programs) or are reserved at the district level for district-wide activities.

Part III Access to Title I – Overview Title I, Part A, Set-Aside funds - those funds that are reserved, as required, for services to homeless students not attending Title I- designated campuses to provide services comparable to the services homeless students attending a Title I-designated campus receive AND for additional services not ordinarily provided to other students attending ANY campus in the LEA. Title I, Part A, Set-Aside funds have two basic functions. 1st, for students who are not on a title I campus, these funds can be used to provide comparable services to what students would receive on a Title I campus. 2nd, these funds can also be used for services not ordinarily provided to other students attending any campus (Title I or not) in the LEA.

Part III Access to Title I – Overview ESSA carries over the provisions from the Federal Appropriations Acts of the past several years. ESSA provisions allow for the use of Title I, Part A funds: to pay the salary of the LEA designated homeless liaison, so long as the liaison's duties are 100% Title I to provide for the excess cost of school of origin transportation to use set-asides on non-Title I campuses The Every Student Succeeds Act (ESSA) provided clarification on certain uses of the Title-I, Part A, Set Asides. It states that these funds could be used to pay for 1. The salary of the homeless liaison, 2. The excess cost of school of origin transportation, and 3. Services for students experiencing homelessness on non-Title I campuses.

1. Designated Homeless Liaison Salary
Part III Access to Title I – Overview 1. Designated Homeless Liaison Salary Regular Title I funds may be used to pay for up to 100% of the salary of an LEA's homeless liaison even if that person does not have any other Title I duties. If the homeless liaison is dedicated 50% as liaison and 50% as other Title I duties, 100% of the salary may come from Title I. If the liaison is 100% liaison, 100% of salary may come from Title I. If the homeless liaison has other non-Title I duties, only the percentage of the time dedicated to homeless liaison duties may be paid for with Title I funds. If the liaison is 50% liaison, and 50% Assistant Principal at a campus, only 50% of the salary may come from Title I. Both Regular and Title I, Part A, Set Aside funds can be used to pay for up to 100% of the homeless liaison’s salary, even if that person does not have any other Title I duties. Only the percentage of time dedicated to homeless liaison duties could be paid for with Title I funds. So, if an employee spent 50% of the time being a homeless liaison and 50% of their time being an assistant principal, 50% of their salary could come from Title I.

2. Providing School of Origin Transportation
Part III Access to Title I – Overview 2. Providing School of Origin Transportation Regular Title I funds may be used to pay for the incremental costs of transporting homeless students to and from their schools of origin. “Incremental costs” = excess costs of transportation

3. Use of Set-Asides on Non-Title I Campuses (continued)
Part III Access to Title I – Overview 3. Use of Set-Asides on Non-Title I Campuses (continued) NOTE: Title I, Part A, Set-Aside funds MAY NOT be used to pay for a homeless liaison's salary or the excess costs of school of origin transportation UNLESS the district can demonstrate that the requirement to provide comparable services to homeless services on all non-Title I campuses has been met. The use of funds for allowable salary and transportation services cannot supersede the need to provide services to eligible students. Schools should first consider the needs of students on non-Title I campuses. The law stipulates that Title I, Part, A, Set-Aside funds may not be used to pay for a homeless liaison’s salary or the excess cost of SoO transportation unless the district can demonstrate that the requirement to provide comparable services to homeless students on all non-Title I campuses has been met. In other words, the use of funds for allowable salary and transportation services cannot supersede the need to provide services to eligible students.

Access to Title I, Part A Funds
Part III Access to Title I, Part A Funds The primary “vehicle” for serving homeless students on a Title I – designated campus is through the Campus Improvement Plan (CIP). Each campus has a Campus Improvement Plan (CIP) that identifies services and activities needed to support children experiencing homelessness on the campus. Each of those identified services and activities should receive adequate allocation of Title I funds. Consequently, homeless students should not have unmet needs on the campus due to the lack of funds. LEAs should view the Campus Improvement Plan (CIP) as the primary vehicle for serving homeless students on a Title I designated campus. Each campus should have a campus improvement plan in which they identify services and activities to support students experiencing homelessness on the campus. The CIP should take into account the number of homeless students and primary needs. The liaison should attempt to be an active participant in the meetings that address the CIP. Therefore they can help ensure that identified services to students experiencing homelessness receive an adequate allocation of Title I funds. That way students will likely not have unmet needs due to lack of available funds.

Part III Access to Title I, Part A Funds The primary “vehicle” for serving homeless students on a Title I – designated campus is through the Campus Improvement Plan (continued) Regular self-assessment and revisions to the CIP should take place in order to ensure that campuses are accurately and adequately assessing the needs of children in homeless situations that they serve An LEA may choose to provide services to homeless students that are not ordinarily available to other, non- homeless, Title I - eligible students as long as such services are not available from any other sources (such as a community service organization or athletic booster club) Campuses should regularly review, assess and revise their CIPs to ensure that all campuses are adequately meeting the needs of all students, including students experiencing homelessness. Liaisons can help by providing data and other pertinent information about the available services and current needs for students experiencing homelessness. Finally, on top of providing comparable services, an LEA may choose to provide services to homeless students that are not ordinarily available to other non-homeless Title I students. For example, school uniforms or other appropriate school clothing could be purchased using these funds. Schools should ensure that before using funds for these types of services, that no such services are available from other sources.

Part III Access to Title I, Part A Funds It is possible that situations could occur where there are a large number of high-need homeless students on a single campus and the designated Regular Title I funds could be exhausted before all the needs of homeless students on that campus could be met. This should be considered the exception, not the rule, for allocating funds to campuses to meet the needs of homeless students. It is possible that situations could occur in which a campus would have a large number of students experiencing homelessness and that all regular title I funds could be exhausted before all the needs of homeless students on that campus could be met. This should be considered the exception, not the rule. When allocating funds, LEAs should consider how to meet the needs of all homeless students attending that campus.

Guiding Principles on the Use of Title I, Part A Funds:
Part III Access to Title I, Part A Funds Guiding Principles on the Use of Title I, Part A Funds: Services must be reasonable and necessary to enable homeless students to take advantage of educational opportunities Funds must be used as a last resort when services are not reasonably available from another public or private source When an LEA chooses to use the Title I, part A funds for services not ordinarily provided there are a few guiding principles. 1. Services must be reasonable and necessary to enable a homeless student to take advantage of educational opportunities. 2. Funds must be used as a last resort when services are not reasonably available from another public or private source.

Part III Access to Title I, Part A Funds Allowable use of funds Title I funds may be used to pay for immunizations, emergency clothing, emergency medications, emergency food, medical screenings, eye exams/eyeglasses and other similar items for a STUDENT in a homeless situation if the lack of these items presents a barrier to the student's ability to access education or inhibits the student's academic success; and if the LEA documents the lack of local and community resources to be able to address the particular need identified. Title I funds may be used to pay for immunizations, emergency clothing, emergency medications, emergency food, medical screenings, eye exams/eyeglasses and other similar items for a student in a homeless situation, if…the lack of these items presents a barrier to the student’s ability to access education or inhibits the student’s academic success; and… if the LEA documents the lack of local and community resources to be able to address the particular need identified. For example, if a student experiencing homelessness had an ear infection that caused him to not be able to attend school, the LEA would need to investigate local and community resources to help solve the issue. If there were no resources available, and the district has documented its efforts to procure the service, they could then use Title I funds to help this student access emergency medical care.

Allowable use of funds (continued)
Part III Access to Title I, Part A Funds Allowable use of funds (continued) Title I funds may be used to cover expenses that would allow a student experiencing homelessness to fully participate in school activities, IF the LEA provides documentation that no other local funds or community resources are available, by paying the fees for: a medical examination/physical exam for a student to be eligible to participate in extracurricular sporting programs (football, track, volleyball, cheerleading, etc.) the rental of a band instrument the rental/purchase of athletic wear, such as a football helmet or gear, cleats, track shoes, or a cheerleading outfit Title I funds can also be used to cover expenses that would allow a student experiencing homelessness to fully participate in school activities. This might include: a medical exam or physical for participation, the rental of a band or orchestra instrument, and the rental or purchase of athletic wear. Like the previous slide, LEAs should provide documentation that no other local funds or community resources are available.

Part III Access to Title I, Part A Funds Allowable use of funds (continued) The use of funds for these purposes is predicated on the fact that the student is entitled to full and equitable participation in school, and not necessarily based on whether or not the student gains academic credit from the activity in question. While funds MAY be used for these purposes for homeless students, this use should be measured. Districts should have a plan in place and resources available to provide these types of resources to any and all high-poverty students. Those resources should be explored and exhausted before Title I is used. The purpose of using Title I funds in this way is predicated on the fact that student’s experiencing homelessness are entitled to full and equitable participation in school. It is not based on whether or not the student would gain academic credit from the activity. As a reminder, LEAs should have a plan in place to help all high-poverty students access these types of resources. This may include booster clubs or fund raising efforts. Those resources should be explored and exhausted before Title I is used.

Part III Access to Title I, Part A Funds Allowable use of funds (continued) Title I funds may be used to pay the tuition or participation fees for academic services that are provided to eligible students by a third party in order to address academic deficiencies a student may have, such as an academic summer school camp or leadership enrichment program provided by a Boys and Girls Club. The delivery of services paid for by Title I funds, such as academic tutoring, credit recovery, and other similar programs, may take place outside of the campus or LEA facilities, such as at a local domestic violence shelter. These services DO NOT have to be school-based. Title I funds may be used to pay for the tuition and participation fees for academic services provided by a third party. This would include an academic summer school camp or other programs provided by entities such as a Boys and Girls Club. These programs should clearly address academic deficiencies. Programs do not have to be school based. They can take place outside of the campus, such as at a shelter.

Part III Access to Title I, Part A Funds Allowable use of funds (continued) Supplemental services that are provided to homeless students under Regular Title I funds DO NOT create a "comparable services" requirement for the LEA to serve other non-homeless Title I-eligible students in the same way. In other words, a district may use Regular Title I funds to provide services to homeless students that are not provided to other, non-homeless students. For example, a district may provide supplemental transportation with the use of Regular Title I funds to take homeless students home from after-school tutoring even if the district does not ordinarily transport students home after tutoring. When an LEA provides supplemental services using Regular Title I funds it does not create a comparable services requirement. In other words, a district may use Regular Title I funds to provide services to homeless students that are not provided to other, non-homeless students. For example, a district may provide supplemental transportation for a student to have transportation home following after school tutoring even if it does not provide this services for other students.

Part III Access to Title I, Part A Funds Allowable use of funds (continued) In addition to the use of Title I funds for services identified for homeless students in the CIP, homeless students are automatically eligible to receive all other Title I services provided on that campus to all other Title I – eligible students. While allowable by statute, the need for a Title I campus to draw from the district Title I, Part A, Set-Asides to meet the needs of students on that campus should be largely unnecessary. Homeless students should also receive, and are automatically eligible for, all other Title I services provided on that campus to all other Title I eligible students. Even though it is allowed, it should be largely unnecessary for LEAs to draw from Title I part A Set Asides to serve a student who is already attending a Title I campus.

Effective no later than the start of the 2017-2018 school year.
Part III Title I, Part A, Set-Asides Reservation of Funds All LEAs that receive Title IA funds must reserve (set-aside) the funds necessary to provide homeless students services comparable to services provided in Title IA schools. 20 USC 6313(c)(3) Effective no later than the start of the school year. Effective no later than the school year, all LEAs that receive Title IA funds must reserve or set-aside the funds necessary to provide homeless children services comparable to services provided in Title IA schools.

Title I, Part A, Set-Asides
Part III Title I, Part A, Set-Asides Reservation of Funds There is no formula in statute that indicates what the amount of the set-aside should be. The Texas Consolidated Application has a few requirements regarding the set-aside. There may be changes to these requirements beginning with the school year based upon the new statute. Each LEA should have a rationale and justification for the amount it has designated for the set-aside. There is no specific formula in the law that indicates how much each LEA should set aside. Each LEA should have a rationale and justification for the amount it has designated for the set-aside.

Reservation of Funds (continued)
Part III Title I, Part A, Set-Asides Reservation of Funds (continued) The amount of Title I funds reserved for homeless youth: must be based on the total allocation and reserved prior to any allowable expenditure or transfers may be determined based on a needs assessment and should involve the liaison must be sufficient to provide comparable services to homeless students, regardless of other services provided with reserved funds may be used for services not ordinarily provided by Title I, including local liaison salaries and excess costs of transportation to the school of origin The amount set-aside must be based on the total allocation and reserved prior to any allowable expenditures or transfers and should be based on a needs assessment. The liaison should be involved by providing data, best practice advice and other information related to the needs of students experiencing homelessness. The amount should be sufficient to provide comparable services to homeless students. Remember, if sufficient funds have been reserved for providing comparable services, funds can also be set-aside to cover the cost of the liaisons salary and the excess cost of school of origin transportation.

Title I, Part A, Set-Asides
Part III Title I, Part A, Set-Asides Comparable Services Services that are provided under the Title I, Part A, Set-Asides by an LEA DO NOT create a "comparable services" requirement for the LEA to serve other homeless students in the same way. Students served with set-aside funds may be served on a first-come, first served basis. If a homeless student requests assistance with the provision of the standard dress required for school attendance, and the district provides it, the district is not obligated to provide this service to all homeless students who request it. The district may prioritize whom it serves or place a cap on the amount of funds it will expend for a given activity. When an LEA provides services under Title I part A Set-Aside funds, it does not create a comparable service requirement for the LEA to serve other homeless students in the same way. Read the example on the slide. What other examples of this concept can you think of?

Part III Title I, Part A, Set-Asides Allowable use of funds (continued) Federal guidance allows a district to also use Title I, Part A, Set-Aside funds to provide supplemental services to students in homeless situations on both Title I and non-Title I campuses that are not provided as part of the district Title I program (emergency food, clothing, etc.). As noted previously, the need for a Title I campus to use Title I, Part A, Set-Asides to address the needs of homeless students should be largely unnecessary. All allowable expenditures under Regular Title I are also allowable under the Title I, Part A, Set-Asides, and vice-versa. All allowable expenditures under Regular Title I are also allowable under the Title I, Part A, Set-Asides, and vice-versa.

USDE Examples of Common Uses of Funds
Part III Title I, Part A, Set-Asides USDE Examples of Common Uses of Funds Extended learning time; tutoring services Tutoring programs in shelters Medical and dental services, immunizations, glasses, hearing aids Field trips Transportation to the school of origin once housed for remainder of the school year Clothing, particularly if necessary for dress code or physical education classes / emergency clothing In the past USDE has provided a list of common uses for these funds. They include the items listed on this and the following slide. Which of these items would benefit your students the most?

Common Uses of Funds (continued)
Part III Title I, Part A, Set-Asides Common Uses of Funds (continued) Fees to participate in the general education program School supplies Birth certificates necessary to enroll in school Food (in connection with educational programming) Counseling services Outreach services Fees for AP, dual credit, IB, GED testing No prom dresses No housing costs (rent or utilities, motel stays) LEAs commonly ask if prom dresses or housing costs could be covered by Title I funds. USDE has indicated that these are not approved costs.

Part III Part III – Collaboration Foster Care FERPA
Title I / Title I, Part A Foster Care Housing Programs Community Collaborations Statewide Homeless Youth Report (from HB679) TEXSHEP Subgrants Although neither the McKinney-Vento Act nor Texas Education Code require any coordination between school programs for McKinney-Vento students and students in foster care, homeless liaisons often run into similar issues or are in fact, the foster care liaison as well. This next section will discuss collaborations between schools and the individuals involved in child welfare programs.

Part I Video Segment #9 Region 10 video on Foster Care 2:00 minutes This slide contains a video related to foster care and homeless education.

Title I, Part A Part III Foster Care
Creates new Title I, Part A assurances that will provide ALL children in any stage of foster care proceedings with McKinney-Vento-like rights and protections. LEAs are not required to provide school of origin transportation, if there are additional costs, unless they are reimbursed by the child welfare agency or agree to provide it. Removes awaiting foster care placement from the McKinney- Vento Act 12/10/16. Updates from ESSA create assurances that provide students in foster care with McKinney-Vento like services. However, LEAs are not required to provide school of origin transportation unless they are reimbursed by the child welfare agency or they agree to provide the transportation. Finally, ESSA removed foster care placement from the McKinney-Vento Act, which was discussed in the identification portion of this training.

Foster Care – State Title I Plans
Part III Title I, Part A Foster Care – State Title I Plans State Title I Plans must describe the steps the SEA will take to ensure collaboration with the State child welfare agency to ensure the educational stability of children or youth in foster care including assurances that: Foster youth are enrolled or remain in their school of origin, unless a determination is made that it is not in their best interest; The determination must be based on child-centered best interest factors, including consideration of the appropriateness of the current educational setting, and the proximity to the school in which the child is enrolled at the time of placement; and So, what are the states responsibilities in regards to this type of collaboration? TEA’s State Title I Plan must describe steps they will take to collaborate with the Texas Department of Family and Protective Services (TXDFPS) to ensure that students in foster care are able to remain in their school of origin if it is in their best interest. Part 2 of this slide indicates determining factors when considering best interest including educational settings and proximity to the school.

Foster Care – State Title I Plans (continued)
Part III Title I, Part A Foster Care – State Title I Plans (continued) When a determination is made that it is not in the best interest to remain in the school of origin, the child must be immediately enrolled in a new school. The SEA designates a point of contact for child welfare agencies, who will oversee implementation of the SEA responsibilities. The SEA point of contact may not be the same person as the state coordinator for homeless children and youth under the McKinney-Vento Act. Finally, part 3 states that if it is not in their best interest to remain in the school of origin, the child must immediately be enrolled in a new school. The SEA, which in our case is TEA, must designate a point of contact who will oversee implementation of the SEA responsibilities.

Foster Care – Local Title I Plans
Part III Title I, Part A Foster Care – Local Title I Plans Local Title I plans must contain an assurance that the LEA will collaborate with the state or local child welfare agency to: designate a point of contact (Foster Care Liaison) by December 10, 2106, if the corresponding child welfare agencies notifies the LEA, in writing, that it has designated a point of contact for the LEA – (Education Decision-Maker). In Texas these provisions are already in place: Texas already requires a Foster Care Liaison in every school district Texas requires an Education Decision-Maker designated by CPS Now what about individual LEAs? LEAs must designate a point of contact who will collaborate with the child welfare agency. This person is the foster care liaison. Just like homeless liaisons, every LEA must also designate a foster care liaison. The information on the slide summarizes the details of this requirement.

Foster Care – Local Title I Plans (continued)
Part III Title I, Part A Foster Care – Local Title I Plans (continued) Local Title I plans must contain an assurance that the LEA will collaborate with the state or local child welfare agency to: Within one year of enactment (12/10/16), develop and implement procedures for how transportation to maintain foster youth in their schools of origin, when in their best interest, will be provided, arranged and funded. LEAs are also supposed to be helping to arrange transportation. The information on this slide shows the language from the law. However, TEA, in collaboration with TXDFPS, is currently in the process of developing further guidance on this issue.

Part III Title I, Part A Foster Care Information from TEA: The best source of information for serving students in foster care in Texas schools would be from the TEA website. Information related to school enrollment, transition from one school to the next, links to guidance, and more can all be found at the following URL:

Part III Title I, Part A Foster Care – Local Title I Plans (continued) Local transportation procedures must: Ensure that foster youth who need transportation to the school of origin promptly receive it in a cost-effective manner, and in accordance with the child welfare agency’s authority to use child welfare funding available under section 475(4)(A) of Title IV-E of the Social Security Act to provide transportation. Slides 42 – 53 are optional for LEAs that would like to provide further depth about information related to educating students in Foster Care. The slides contain summaries of several legal provisions.

Part III Title I, Part A Foster Care – Local Title I Plans (continued) Ensure that if there are additional costs incurred in providing transportation to the school of origin, LEAs will provide it if: They are reimbursed by the child welfare agency; The LEA agrees to pay the costs; or The LEA and the child welfare agency agree to share the costs. Slides 42 – 53 are optional for LEAs that would like to provide further depth about information related to educating students in Foster Care. The slides contain summaries of several legal provisions.

Foster Care – Effective Dates
Part III Title I, Part A Foster Care – Effective Dates The Dear Colleague Letter changes the effective dates of ESSA Title I provisions related to children in foster care. Under the Consolidated Appropriations Act, those provisions were supposed to take effect for the school year. ESSA allows ED some leeway to ensure an “orderly transition.” ED is using this authority to change the effective dates of foster care provisions, by imposing a condition on every SEA’s Fiscal Year 2016 Title I grant award. Slides 42 – 53 are optional for LEAs that would like to provide further depth about information related to educating students in Foster Care. The slides contain summaries of several legal provisions.

Foster Care – Effective Dates (continued)
Part III Title I, Part A Foster Care – Effective Dates (continued) The Dear Colleague Letter makes the following provisions take effect on December 10, 2016: The requirement that LEAs collaborate with child welfare agencies to develop and implement written procedures governing how transportation to maintain children in foster care in their school of origin when in their best interest will be provided, arranged and funded (with LEAs to pay additional costs only if reimbursed by child welfare agencies or if the LEA agrees to pay or share costs). Slides 42 – 53 are optional for LEAs that would like to provide further depth about information related to educating students in Foster Care. The slides contain summaries of several legal provisions.

Texas Foster Care Provisions
Part III Texas Foster Care Provisions HB 1804 / TEC Assists students in substitute care with school transitions 10 days for schools to send records Mandates development of systems to ease transitions Mandates development of systems for awarding partial credit from current and previous school Promotes practices that facilitate access to extracurricular, summer and credit accrual programs for students in substitute care Slides 42 – 53 are optional for LEAs that would like to provide further depth about information related to educating students in Foster Care. The slides contain summaries of several legal provisions.

Part III Texas Foster Care Provisions HB 1804 / TEC (continued) Encourages school districts to provide services for students in substitute care when applying for post secondary study and financial aid Requires acceptance of special education referrals from the previous school Requires notice to the education decision-maker and caseworker regarding certain events that significantly impact the child’s education Develops procedures for allowing the student to complete a course that is required for graduation at no cost and before the beginning of the next year Slides 42 – 53 are optional for LEAs that would like to provide further depth about information related to educating students in Foster Care. The slides contain summaries of several legal provisions.

Part III Texas Foster Care Provisions HB 1804 / TEC (continued) Ensure that a student not likely to graduate prior to the fifth year following 9th grade enrollment has his/her credit accrual and personal graduation plan reviewed Ensure a student in 11th or 12th grade be provided information regarding tuition and fee exemptions for dual credit courses Slides 42 – 53 are optional for LEAs that would like to provide further depth about information related to educating students in Foster Care. The slides contain summaries of several legal provisions.

Part III Texas Foster Care Provisions HB 3748 / TEC Contains many of the same provisions as HB1804 for coordination of educational support for current and former foster children, and addresses: Easing transitions Awarding of credit, including partial credit Providing support services, school program access Notification to the child’s educational decision-maker of certain events Notification of tuition and fee exemptions for dual credit courses Slides 42 – 53 are optional for LEAs that would like to provide further depth about information related to educating students in Foster Care. The slides contain summaries of several legal provisions.

Part III Texas Foster Care Provisions HB 3748 / TEC (continued) Access to dual credit courses to activate tuition and fee waivers Institutions of higher education must designate a foster liaison to provide support services and resources to former foster youth The Texas Higher Education Coordinating Board (THECB) must designate a foster liaison to assist in coordinating college readiness and student success Slides 42 – 53 are optional for LEAs that would like to provide further depth about information related to educating students in Foster Care. The slides contain summaries of several legal provisions.

Part III Texas Foster Care Provisions HB 3748 / TEC (continued) Information exchange between DFPS and THECB including demographic information of students attending institutions of higher education THECB to provide to DFPS information regarding educational outcomes on: academic achievement, graduation rates, attendance, etc. Slides 42 – 53 are optional for LEAs that would like to provide further depth about information related to educating students in Foster Care. The slides contain summaries of several legal provisions.

Part III Texas Foster Care Provisions HB 505 Prohibits the Texas Higher Education Coordinating Board from adopting any rule that would limit the number of dual credit courses or hours in which a student may enroll while in high school or in a given semester or academic year Dual credit courses “activate” the tuition and fee waiver for higher education for former foster youth Slides 42 – 53 are optional for LEAs that would like to provide further depth about information related to educating students in Foster Care. The slides contain summaries of several legal provisions.

Part III Texas Foster Care Provisions SB 1407 “Normalcy” bill that allows substitute caregivers to approve or disapprove of a child’s participation in activities based on a “reasonable and prudent parent” standard Slides 42 – 53 are optional for LEAs that would like to provide further depth about information related to educating students in Foster Care. The slides contain summaries of several legal provisions.

Part III Part III – Collaboration Housing Programs FERPA
Title I / Title I, Part A Foster Care Housing Programs Community Collaborations Statewide Homeless Youth Report (from HB679) TEXSHEP Subgrants We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

State coordinators must:
Part III Housing Programs State coordinators must: Develop and implement professional development programs for liaisons and other LEA personnel to improve their identification of McKinney-Vento children and youth and heighten their awareness of, and capacity to respond to, specific needs in those children’s and youths’ education. Such training must include information on certain specified federal definitions of homelessness, including the definition used by the Department of Housing and Urban Development (HUD). We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Housing Programs Part III HUD-Based Services
Liaisons must participate in professional development and technical assistance as determined appropriate by the State Coordinator (g)(1)(F)(ii) Local liaisons who receive training provided by the State Coordinator on federal definitions of homelessness may affirm, without further agency action by HUD, that a child or youth who is eligible for and participating in a program provided by the LEA, or the child or youth’s immediate family, who meets the eligibility requirements for a homeless assistance program or service authorized under Title IV of the McKinney-Vento Act (the CoC and ESG programs) is eligible for such program or service. Section 722(g)(6)(D) We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Housing Programs Part III Continuum of Care
A Continuum of Care (CoC) is a regional or local planning body that coordinates housing and services funding for homeless families and individuals. Submits application to HUD for funding. Develops long-term strategic plan and year-round planning efforts. Manages HUD’s required bi-annual “Point in Time” count of people who meet HUD’s definition of homelessness. We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Definitions of Homelessness
Part III Housing Programs Definitions of Homelessness Living Situation Education (ED) Definition (also Head Start, CCDF, School Meals) Housing (HUD) Definition Unsheltered Locations Yes Emergency Shelters/ Transitional Housing Hotels and Motels Yes, if due to lack of adequate alternatives Yes, if paid for by govt/charity; if paying with own income, only under very limited conditions Staying with Others Temporarily Yes, if due to loss of housing, economic hardship, or similar reason Only under very narrow conditions At Risk of Homelessness No such definition in the law Includes all families and youth homeless under other federal definitions We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

HUD Definition of Homelessness Category 1:
Part III Housing Programs HUD Definition of Homelessness Category 1: (1) Individual or family who lacks a fixed, regular, and adequate nighttime residence, meaning: (i) Has a primary nighttime residence that is a public or private place not meant for human habitation; (ii) Is living in a publicly or privately operated shelter designated to provide temporary living arrangements (including congregate shelters, transitional housing, and hotels and motels paid for by charitable organizations or by federal, state and local government programs); or (iii) Is exiting an institution where (s)he has resided for 90 days or less and resided in an emergency shelter or place not meant for human habitation immediately before entering that institution. We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

HUD Definition of Homelessness (continued) Category 2:
Part III Housing Programs HUD Definition of Homelessness (continued) Category 2: (2) Individual or family who will imminently lose their primary nighttime residence*, provided that: (i) Residence will be lost within 14 days of the date of application for homeless assistance; (ii) No subsequent residence has been identified; and (iii) The individual or family lacks the resources or support networks needed to obtain other permanent housing. * This includes motels that are not paid for by charity or government, and housing that is shared with others We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Part III Housing Programs HUD Definition of Homelessness (continued) Category 3: (3) Unaccompanied youth under 25 years of age, or families with children and youth, who do not otherwise qualify as homeless under this definition, but who: (i) Are defined as homeless under the other listed federal statutes;* (ii) Have not had a lease, ownership interest, or occupancy agreement in permanent housing during the 60 days prior to the homeless assistance application; (iii) Have experienced persistent instability as measured by two moves or more in the preceding 60 days; and (iv) Can be expected to continue in such status for an extended period of time due to special needs or barriers. * This includes motels that are not paid for by charity or government, and housing that is shared with others We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Part III Housing Programs HUD Definition of Homelessness (continued) Category 4: (4) Any individual or family who: (i) Is fleeing, or is attempting to flee, domestic violence; (ii) Has no other residence; and (iii) Lacks the resources or support networks to obtain other permanent housing. We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Housing Programs Part III
What program components may be available through the HUD CoC? 1. Permanent Housing Permanent supportive housing (PSH) is permanent housing with indefinite leasing or rental assistance paired with services to help homeless people with disabilities; and Rapid re-housing (RRH) emphasizes housing search and relocation services and short- and medium-term rental assistance to move people as rapidly as possible into permanent housing. Services also may be provided. We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

What program components may be available through the HUD CoC? (continued) 2. Transitional Housing May be used to cover the costs of up to 24 months of housing with accompanying support services. Program participants must have a lease or occupancy agreement in place when residing in transitional housing. We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

What program components may be available through the HUD CoC? (continued) 3. Supportive Services Only (SoO) Limited to recipients and subrecipients providing services to individuals and families not residing in housing operated by the recipient. SSO recipients and subrecipients may use the funds to conduct outreach to sheltered and unsheltered homeless persons, link clients with housing or other necessary services, and provide ongoing support. We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

What program components may be available through the HUD CoC? (continued) 4. Homelessness Prevention Services under this component may include housing relocation and stabilization services as well as short- and medium-term rental assistance to prevent an individual or family from becoming homeless. Recipients and subrecipients may help individuals and families at-risk of homelessness to maintain their existing housing or transition to new permanent housing. We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Emergency Solutions Grant
Part III Housing Programs Emergency Solutions Grant Emergency Solutions Grant (ESG) is a formula grant (non- competitive) program. Eligible recipients generally consist of metropolitan cities, urban counties, territories, and states. Program components include Street Outreach, Emergency Shelter, Homelessness Prevention, Rapid Re-housing, and Homeless Management Information Services (HMIS). Much smaller funding level: $1.195 billion for HUD Homeless Assistance Grants; $270 million for ESG We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

General Considerations
Part III Housing Programs General Considerations Being eligible under HUD’s definition of homelessness does not necessarily mean a family or youth is eligible for a specific HUD-funded homeless assistance program, because HUD imposes additional criteria. For example, HUD limits eligibility for Rapid Rehousing programs to people staying on the street or in emergency shelters. It is important to know how programs are funded in your community, and if additional eligibility criteria exist (domestic violence, age, disabilities, etc.). We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

HUD’s Documentation Requirements
Part III Housing Programs HUD’s Documentation Requirements Being eligible under HUD’s definition of homelessness does not necessarily mean a family or youth is eligible for a specific HUD-funded homeless assistance program, because HUD imposes additional criteria. For example, HUD limits eligibility for Rapid Rehousing programs to people staying on the street or in emergency shelters. It is important to know how programs are funded in your community, and if additional eligibility criteria exist (domestic violence, age, disabilities, etc.). We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

HUD’s Documentation Requirements (continued) Considerations on Documentation It is the responsibility of the recipient or subrecipient of funds under HUD’s homeless assistance programs – not the child or youth and his or her family presenting for assistance – to determine whether a child or youth and his or her family are eligible for their project, and to obtain whatever documentation is necessary to maintain in the case file to document that eligibility Guidance, L-5 We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

HUD’s Documentation Requirements (continued) Considerations on Documentation Local liaisons can provide affirmation of where the child or youth and his or her family have been residing. If any criteria related to HUD’s homeless definition cannot be documented by a third party, like the liaison, the family or youth’s own written certification that they meet the criteria is generally sufficient Guidance, L-5 We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

HUD Categories of Homelessness Eligibility by CoC Program Component
Part III Housing Programs HUD Categories of Homelessness Eligibility by CoC Program Component Supportive Service Only (SSO) Safe Haven Transitional Housing Permanent Supportive Housing Category #1 Unsheltered, Shelters, Transitional Shelters, etc. X Category #2 “Imminent Risk” Category #3 Under other Federal Statute * Category #4 Fleeing or attempting to flee DV We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs. * CoCs must receive prior HUD approval to serve Category 3.

HUD Categories of Homelessness Eligibility by ESG Program Component
Part III Housing Programs HUD Categories of Homelessness Eligibility by ESG Program Component Living situation Street Outreach Emergency Shelter Rapid Re-housing Homeless Prevention Category #1 Unsheltered, Shelters, Transitional Shelters, etc. X Category #2 “Imminent Risk” Category #3 Under other Federal Statute Category #4 Fleeing or attempting to flee DV We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs. Street Outreach programs must serve persons sleeping in a place not designed for or ordinarily used as a regular sleeping accommodation. RRH programs and Homelessness prevention programs must only serve participants with annual income at or below 30% of CMI.

Possible Benefits of the ESSA Policy
Part III Housing Programs Possible Benefits of the ESSA Policy Liaisons may be able to assist additional families/youth and HUD homeless assistance providers because of their unique knowledge of families and youth who are experiencing homelessness. Collaborations between school districts and HUD CoCs may improve, especially if processes are put in place to streamline referrals and if providers/educators receive cross-training. We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Possible Benefits of the ESSA Policy (continued)
Part III Housing Programs Possible Benefits of the ESSA Policy (continued) Under HUD’s definition, families/youth whose motel room is paid for by government/charity meet Category 1, and are eligible for RRH (and possibly PSH, if they have an individual family member with a disability). Under HUD’s definition, families/youth who are fleeing or attempting to flee domestic violence, and have nowhere else to go, meet Category 4, and are eligible for PSH, if they have an individual family member with a disability. We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Limitations of the ESSA Policy
Part III Housing Programs Limitations of the ESSA Policy ESSA does not change HUD’s definition, which still excludes most homeless children and youth. Families who pay to stay in motels, or who are staying with others temporarily, are most likely to fit HUD’s Category 2; however, HUD has restricted the programs for which people in this category are eligible. They are eligible only for the programs that HUD is systematically defunding (SSO and TH). We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Limitations of the ESSA Policy (continued)
Part III Housing Programs Limitations of the ESSA Policy (continued) For the most part, HUD is funding RRH and PSH; only people in Categories 1 and 4 are eligible for those programs. Hence, there is very little HUD Homeless Assistance available for most people in motels/staying with others. We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Texas Continuums of Care (CoC)
Part III Housing Programs Texas Continuums of Care (CoC) There are 11 Continuums of Care in Texas represent counties and municipalities in major metropolitan areas that have organized into local homeless coalitions (LHCs). The 11th CoC is made up of all the counties and municpalities in Texas that are not included in the other CoCs, or the “balance” of Texas counties. This is known as the Texas Balance of State (BoS) CoC. The Texas BoS CoC encompasses 216 of Texas’ 254 counties. The Texas Homeless Network is the lead agency for the Texas balance of state governance ( We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Texas Continuums of Care (continued)
Part III Housing Programs Texas Continuums of Care (continued) Partnering with the Continuum of Care helps LEA homeless liaisons form connections with service agencies in their area and: Provide support to families with housing needs Represent the educational perspective of the needs of homeless families and students to their communities Learn about housing and community service provider resources in the area Participate in needs assessments, service gaps identification and service planning We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Part III Housing Programs Texas Continuums of Care (continued) Participate in collaborations for grant or other funding to bring needed services to the community Understand how other federal, state and local programs serving homeless families and children are accessed and structured, and about their functions and existing collaborations Identify critical partnerships and build important collaborative relationships Participate in advocacy activities We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Part III Housing Programs Texas Continuums of Care (continued) Download the Texas BoS CoC factsheet at: Fact-Sheet-for-Hml-Ed-Liaisons_updated-June pdf We are awaiting further guidance from TEA on these slides. The listed information is about what is written in the law as well, HUD definitions, and other aspects of housing programs.

Part III Part III – Collaboration Community Collaborations FERPA
Title I / Title I, Part A Foster Care Housing Programs Community Collaborations Statewide Homeless Youth Report (from HB679) TEXSHEP Subgrants (82) The next portion of the training will discuss collaborations with community member and organization that will improve the education outcomes of students in homeless situations.

Community Collaborations
Part III Community Collaborations Communities across the state vary in terms of needed resources to help children and youth experiencing homelessness. Homeless liaisons should know which of the following types of resources are available and how a child/parent/LEA would access them: Providers of services to homeless children and youths and their families Services of public and private child welfare and social services agencies Law enforcement agencies, juvenile and family courts Agencies providing mental health services Domestic violence agencies Child care providers Runaway and homeless youth centers Providers of services and programs funded under the Runaway and Homeless Youth Act Available services for individuals experiencing homelessness vary from county to county and city and city across the state. Look at the list of types of services on this and the following slide. Which of these are available in your area? Which of these have you made contact/relationships with? Texas Education Code states that: “Liaisons should be familiar with all the services and resources listed on the campus directory of services to aid families and children experiencing homelessness.”

Community Collaborations
Part III Community Collaborations (continued) Providers of emergency, transitional, and permanent housing to homeless children and youths, and their families Public housing agencies, shelter operators, operators of transitional housing facilities Providers of transitional living programs for homeless youths Health care, dental care, and mental health clinics and providers Substance abuse services Wlefare and other services (i.e., SNAP, TANF) Liaisons should be familiar with all the services and resources listed on the campus directory of services to aid families and children experiencing homelessness as required by TEC Available services for individuals experiencing homelessness vary from county to county and city and city across the state. Look at the list of types of services on this and the following slide. Which of these are available in your area? Which of these have you made contact/relationships with? Texas Education Code states that: “Liaisons should be familiar with all the services and resources listed on the campus directory of services to aid families and children experiencing homelessness.”

(Waiting for details on report)
Part III Part III – Collaboration FERPA Title I / Title I, Part A Foster Care Housing Programs Community Collaborations Statewide Homeless Youth Report (from HB679) (Waiting for details on report) TEXSHEP Subgrants Lets now look at the Statewide Homeless Youth Report

Statewide Homeless Youth Report
Part III Statewide Homeless Youth Report 84th Texas Legislative Session’s House Bill 679 (Appendix A) required: Texas Department of Housing and Community Affairs (TDHCA), in conjunction with other members of the Texas Interagency Council for the Homeless (TICH), to conduct a study of homeless youth and submit a report to the Texas Legislature no later than December 1, 2016. TDHCA was directed to: collect data on the number of homeless youth in the state; examine the needs of homeless youth and the degree to which current programs are meeting those needs; identify any sources of funding that might be available to provide service to homeless youth; and develop a strategic plan establishing steps to be taken and timelines for reducing youth homelessness in this state. The 84th Texas Legislature session’s house bill 679 required the Texas Department of Housing and Community Affairs (TDHCA) to conduct a study of homeless youth, with a report to be submitted on Dec. 1, Look at the requirements of the TDHCA listed on the slide. As you can see this is a general study on the numbers and available resources.

Part III Statewide Homeless Youth Report The map and data on these two slides indicate the results of the study.

Part III Statewide Homeless Youth Report Table 2: Counties with more than 1500 total homeless youth identified County Total # Homeless Youth Unaccompanied HY Harris County 18, ,275 Dallas County 8, Bexar County 8, ,126 Tarrant County 7, Travis County 3, Galveston County 3, El Paso County 3, Collin County 2, Potter County 2, Nueces County 2, Bell County 2, Denton County 2, Cameron County 1, Brazoria County 1, Hidalgo County 1, Comal County 1, ,120 Williamson County 1, Lubbock County 1, The map and data on these two slides indicate the results of the study.

Part III Statewide Homeless Youth Report Important things youth reported they needed help getting: These slides indicate the responses of students experiencing homelessness related to their needs. What needs to the students in your LEA have? Are they able to meet them with community resources? What holes do you have and how can you fill them?

Part III Statewide Homeless Youth Report Services youth reported needing, but not getting: These slides indicate the responses of students experiencing homelessness related to their needs. What needs to the students in your LEA have? Are they able to meet them with community resources? What holes do you have and how can you fill them?

Part III Statewide Homeless Youth Report Recommendations are presented to address identified gaps across five areas: Improve Data Sources for Counting Homeless Youth Provide a Full Continuum of Housing-Related Supports Increase Service Delivery and Supports to Youth Identified Through Schools Prevent Homelessness by Addressing Needs of Youth in Foster Care & Juvenile Justice Remove Barriers to Exiting Homelessness The study made several recommendations based on their data. Which of these recommendations could your school fulfill?

Part III Statewide Homeless Youth Report The final report may be reviewed and downloaded at: Iink needs to be included after the December 1 report submission date This slide contains a link to the final report.

Part III Part III – Collaboration TEXSHEP Subgrants FERPA
Title I / Title I, Part A Foster Care Housing Programs Community Collaborations Statewide Homeless Youth Report (from HB679) TEXSHEP Subgrants The following slides contain information about the access of federal funds to serve students experiencing homelessness through the TEXSHEP sub-grant. More information about the TEXSHEP sub-grant can be found on the THEO website at

TEXSHEP Subgrants Part III
The purpose of the Texas Support for Homeless Education Program (TEXSHEP) grants is to provide supplemental academic and related assistance to facilitate the academic success of students who are in homeless situations. The supplemental assistance provided by the TEXSHEP subgrant will be beyond that provided in the general education program. Because academic success is more likely when students are identified as homeless, enrolled in school, and 3) regularly attending school, this program focuses on these three core components. The following slides contain information about the access of federal funds to serve students experiencing homelessness through the TEXSHEP sub-grant. More information about the TEXSHEP sub-grant can be found on the THEO website at

Services may be provided through TEXSHEP at school sites or at other facilities, including sectarian facilities, where it is constitutionally permissible. TEXSHEP services can occur on school days, before or after school, or on holidays, weekends, and vacations. The students to be served by this program are those who are in homeless situations as defined by the McKinney-Vento Homeless Education Assistance Improvements Act of 2001, which is Title X, Part C, of the No Child Left Behind Act of 2001. The following slides contain information about the access of federal funds to serve students experiencing homelessness through the TEXSHEP sub-grant. More information about the TEXSHEP sub-grant can be found on the THEO website at

Entities eligible to apply include the following LEAs (Local Education Agencies): School districts County departments of education Regional Education Service Centers (ESCs) Open-enrollment charter schools Shared Service Arrangements (SSA) among eligible applicants listed above The following slides contain information about the access of federal funds to serve students experiencing homelessness through the TEXSHEP sub-grant. More information about the TEXSHEP sub-grant can be found on the THEO website at

The TEXSHEP subgrant funding cycle runs for three years. The current cycle ends August 31, 2018. The next application cycle will be for September 1, 2018 – August 31, 2021. Applications for the next funding cycle will be released in the Fall of 2017, with award notification in the Spring of 2018. The Request for Applications (RFA) goes out via to homeless liaisons, and is advertised on the Region 10 and THEO websites, and is also announced in the Texas Register. The following slides contain information about the access of federal funds to serve students experiencing homelessness through the TEXSHEP sub-grant. More information about the TEXSHEP sub-grant can be found on the THEO website at

THANK YOU!

Training Overview Part III Part III – Collaboration — 45 minutes FERPA

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Training Overview Part III Part III – Collaboration — 45 minutes FERPA

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