This Brief provides an overview of the intersection between youth experiences of homelessness, child welfare, and juvenile justice involvement and the federal education programs that support them with the goal to encourage collaboration across federal programs and provide key resources to support this intersecting population.
Coordination and Collaboration
This topic area provides resources related to enhancing coordination and collaboration across child-serving agencies, programs, and communities at a variety of levels to improve educational and other outcomes for students who are neglected, delinquent, or at risk.
Overview
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Overview
Students who are neglected, delinquent, or at risk of dropping out of school are typically in need of a variety of different services—educational, mental health, substance abuse, and others. Frequently, these services are delivered through multiple State and local agencies and multiple providers. The availability and coordination of these services hinges upon the level of collaboration between these larger entities, practitioners, and families. The resources within this section aim to assist in promoting greater collaboration and communication so that children and youth receive the services they need without delay or redundancies, and teachers, administrators, practitioners, families, communities, and students can effectively coordinate efforts to assist them in attaining their educational goals and achieve positive long-term outcomes.
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This session, presented by the U.S. Department of Education at the National ESEA Conference, aims to assist school districts that serve students impacted by homelessness, the foster care system, and the juvenile justice system. The lecture will explore ways to meet the needs of these students holistically. It discusses eligibility for each program, highlights the cross-over between these populations, provides information about available funds to serve each group, and outlines the required services under ESSA. This session also aims to provide ideas for braiding funds and creating comprehensive programs for serving at-risk youth.
This resource will provide an overview of experiences of homelessness among students in the United States; information on the relationship between experiences of homelessness and involvement in the criminal justice system among students; and suggestions for ways TIPD State coordinators can collaborate with Education for Homeless Children and Youth (EHCY) staff and coordinators to support students experiencing homelessness who have been involved in the justice system.
In this four-part series, several former, long-time Title I, Part D (TIPD) coordinators were asked to share the insights they gained and the strategies they developed while overseeing their State’s funding for the education of children and youth who were neglected, delinquent, and at risk. Specifically, TIPD coordinators reflect on the importance of collaboration, staff development, data collection, and monitoring.
The State Title I, Part D (Part D) coordinator or other administrators of Part D programs have a focus on improving outcomes for children and youth. One way of outlining these goals and the path to achieving them is through the use of a logic model. This guide describes what a logic model is, outlines why and how a logic model can be useful, and provides questions to consider when designing a logic model.
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