1. S TUDENTS - IN - TRANSITION AT - A - GLANCE Deidra Thomas-Murray, MSW, LGSW Homeless Coordinator and Foster Care Liaison St. Louis Public School District Students-In-Transition Office 801 N. 11 Th Street. St. Louis, MO 63101 (314) 345-4501 deidra.thomas-murray@slps.org

2. M C K INNEY -V ENTO H OMELESS A CT R EAUTHORIZED 2002 BY THE N O C HILD L EFT B EHIND A CT Main themes: Support for academic success Child-centered and best interest of the student School stability School access

3. A T -A-G LANCE /O VERVIEW Program Description Needs Assessment Operational Manual

4. W HEN P LANNING AND D EVELOPING Y OUR P ROGRAM ALWAYS use the McKinney-Vento as your guide Plan for a welcoming environment Consider your population when planning Know the psychosocial factors that impact homeless students and their families Avoid assuming Avoid condescending treatment

5. G ET TO KNOW THE CHILDREN THAT YOU SERVICE AND ASK YOURSELF HOW DO YOU KNOW THEM. I S IT THROUGH … Assumptions? Perceptions? Investigation?

6. A SSUMPTIONS Homeless children have no place to live Like being alone Dropouts Will never will be anything Dirty Always begging/greedy Dumb Do not have parents Abused Should have their own school

7. P ERCEPTIONS Body odor Matted hair Over eat Angry all the time Disturbance of emotions Failing grades/poor test scores Late or tardy to school frequently Socially inappropriate…defensive Use fighting to verbally express themselves

8. I NVESTIGATE As your guide, always use: Who? What? Where? When? How? Why?

9. I NVESTIGATION C ONTINUED Who? Your intended population, the students What? Identify their needs based on data collected from the student and/or family Where? At your office, their school, community or home When? As needed and as often as services are needed How? Interpret your data; Listen to your students when they tell you how you can best serve them Why? Federal policy states equal access to the same free, appropriate education as provided to other children and youth

10. C REATE A S UPPORTIVE E NVIRONMENT B Y A SKING Y OURSELF … How can this be accomplished? What does a supportive environment look like? Do students and their families feel welcomed when they enter your office? Are my supplies in sync with the needs of the students? Am I advocating on behalf of students or creating barriers? Is my program user friendly? What do families say once they leave this office?

11. Y OU ARE MORE POWERFUL THAN YOU KNOW … "Everyone smiles the same language.“ Never underestimate the positive power a smile can make to someone. Make someone smile when they enter your program!

12. C ONSIDER T HE S TUDENT W HEN C OMPOSING YOUR I NSTRUMENT. B E SURE... The instrument answers questions that are relevant to the needs of the student so that your office can maximize the level of assistance. It is in the student’s best interest and child- centered. It is in compliance with the guidelines of the McKinney-Vento Homeless Assistance Act. It is respectful of the students and their families. Your resources are relative to the student’s needs. The outcomes are workable.

13. H ANDS ON … At your table, please share what you have done to create a welcoming environment. What does your staff, co-workers and families say about your program? What can you change? Will you change anything? Has your program grown during your years of service? How do you measure success?

14. D EVELOP AN O PERATIONAL M ANUAL. I T SHOULD CONSIST OF … Program goals and objectives Accountability plan Organizational chart Description of your program Processes, roles and responsibilities Board approved forms Daily activity log Student Information System/Database Complaint log Dispute Process

15. E DUCATE, C OLLABORATE AND E NGAGE BY... Conducting workshops with staff, district employees, parents/guardians, students, community agencies, shelter staff, deputy juvenile officers (DJO), division of family services (DFS) workers about federal policies as it relates to homelessness. Utilizing school secretaries, social workers and counselors as a resource to identify and refer students to your office. Involving the students’ support network in their educational plan.

16. B ACKGROUND S T. L OUIS P UBLIC S CHOOLS Discussion about SLPS’ program and how we evolved through conducting a needs assessment Growth and progress of our program.