Step-By-Step Program Development Purpose: To give direction to program development especially programs that do not recieve MV Funding

1
Developing Staff Awareness
A basic 20 slide presentation that helps to
develop awareness with staff.
2
Strategies for Developing Community Awareness
3
Choose an annual activity For example Have
students develop greeting cards with awareness
messages Conduct clothing and personal hygiene
drives Public service announcements PTSOs Nationa
l Homeless Awareness Week Other
Community Awareness
4
Community Awareness
Develop posters that raise the awareness about
homelessness choose 10 sights in your community
were you will post them.
5
Community Awareness

• Choose to address at least 3 community agencies
  or civic groups
• Continuum of Cares
• Community Services Offices (Welfare)
• Child protective services
• First Steps (0-12 months)
• Birth to Three Programs
• Faith Based Organizations
• DV Centers

6
Identification Comes After Awareness

• Once you become aware that a something exists,
  you can then identify it

7
Identification

• Teachers/Secrataries/Bus Drivers/Lunch Staff/Para
  Educators
• Will always respond to the indicators described
  in the training
• Eyes and ears, heartbeat for identifying students
  who are doubled up/couch surfing
• Provide Staff a service
• How will your services improve education for
  children in their classes?
• Direct Point of contact is the best practice
• One person in each building to determine homeless
  status, take referrals and decide direction to
  be taken

8
Identification

• Outreach 5
• Returning 53
• Word of Mouth/self identified 12
• Enrollment forms/Data base info 19
• Community Referrals 23
• Staff 65

9
Identification Through Out Reach

• Motels
• Shelters
• Other places individuals in transition stay
• Soup Kitchens
• Community Partners

10
Identification ThroughReturning Students

• Follow-up on students who were in program the
  previous year, are they still in transition?

11
Identification Through Self Identification/Word
of Mouth

• When you build trust with unaccompanied youth,
  they will bring you their friends
• Posters hung in the community

12
Identification Using Documents/Data Bases

• Is this a temporary address?
• If so, is it due to economic hardship?
• Youth living not in the physical custody of
  parent or guardian often have self listed as
  the primary contact
• Kinship care
• Aunt/Uncle
• Grandparent
• Foster Mother/Father

13
Identification

• Community Referrals
• Childrens Administration
• Shelters
• Emergency Service Providers
• Point in time homeless count
• Community Action Programs
• Juvenile Facilitates
• Community Service Organization

14
Identification

• Teachers/Secrataries/Bus Drivers/Lunch Staff/Para
  Educators
• Will always respond to the indicators described
  in the training
• Eyes and ears, heartbeat for identifying students
  who are doubled up/couch surfing
• Provide Staff a service
• How will your services improve education for
  children in their classes?
• Direct Point of contact is the best practice
• One person in each building to determine homeless
  status, take referrals and decide direction to
  be taken

15
Referral Follow-up Needs Assessment
In mid April a teacher has referred a student to
you, this is what she tells you Courtney moved
up here from California, she just needs a couple
of credits to graduate, but she has fines at her
previous high school, I understand her to be
living with an aunt.
16
Referral/Needs AssessmentNext Step

• Collect as much information as possible, who are
  the students contacts?
• What are their relationship to the student? Do
  they have the same address?
• Does the student have siblings?
• What grade is the student in?
• How long have they been enrolled?
• Whats their attendance history look like?

17
Referrals/Needs Assessments

• By looking at the data base your able to glean
  that Courtney most likely lives with her father
  and her aunt, that she is in grade 12, and she
  has two younger brothers one in high school one
  in 5th grade.
• Contact the family

18
Referrals/Needs Assessment

• Always provide families with information on their
  rights
• Needs Assessment
• This is two part
• One part being what the student and family need
  to reduce their barriers to education
• Second part what teachers perceive as being
  barriers to education

19
Referrals/Needs Assessmentpossible barriers

• Transcripts from previous school
• Access to meal services
• Clean clothing to attend school
• Transportation
• Rerouting busses
• Bus passes
• Volunteer drivers
• Clothing
• School supplies
• Access to community resources

• ASB cards
• Fees
• Shop
• Jewelry
• Art
• Photography
• Walking and receiving diplomas
• Caps/gowns
• SATs
• College applications
• Personal hygiene products

20
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21
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22
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23
Resources

• Drives
• Love your neighbor drive surrounding valentines
  day
• Penny drives
• Service Learning Projects
• High school students looking to complete
  volunteer/service learning activities and senior
  projects

24
Resources

• AmeriCorps
• CAP project required
• 5,000 for 40 hours a week/10.5 months
• College students
• Youth Groups
• Clothing collections prior to back to school
• Faith Based Organization
• Filled Back Packs

25
Resources

• PTSOs
• Asking Post's to participate in the education of
  transitioning students in their schools
• 100 gift cards
• Gas vouchers
• Shoes/sports related activities
• Start your own nonprofit

26
Service Delivery

• From the time you identify a family as being in
  transition to the end of the year you are
  delivering services
• Different levels and those costs to schools

27
Service Delivery

• The Basics-Whats required of you as a liaison
• remove barriers to education

28
Cost of Services Delivery

• School Supplies
• Enrollment no
• Transportation ?
• Meals no
• Clothing no
• Laundry Vouchers
• Fines and Fees no
• Provision of Rights no
• Transcripts no

29
Service Delivery

• Accessing Financial Aid Time
• Scholarship Applications Time
• College Applications Time
• Cap and Gown

30
Services Delivery

• Monitor attendance Time
• Monitor Grades Time
• Advocacy Time
• Accessing Comm Services Time
• Food stamps
• Medical
• Reproductive Health
• Emergency Services

31
Service Delivery

• Follow-up and on going
• Decide how often you will check in on students
• Follow through
• Glean for possible moves