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Students-in-transition at-a-glance

Students-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.

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Students-in-transition at-a-glance

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  1. Students-in-transitionat-a-glance Deidra Thomas-Murray, MSW, LGSW Homeless Coordinator and Foster Care Liaison St. Louis Public School District Students-In-Transition Office 801 N. 11Th Street. St. Louis, MO 63101 (314) 345-4501 deidra.thomas-murray@slps.org

  2. McKinney-Vento Homeless Act Reauthorized 2002 by the No Child Left Behind Act • Main themes: • Support for academic success • Child-centered and best interest of the student • School stability • School access

  3. At-A-Glance/Overview • Program Description • Needs Assessment • Operational Manual

  4. When Planning and Developing Your Program • 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. Get to know the children that you service and ask yourself how do you know them. Is it through… • Assumptions? • Perceptions? • Investigation?

  6. Assumptions • 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. Perceptions • 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. Investigate • As your guide, always use: • Who? • What? • Where? • When? • How? • Why?

  9. Investigation Continued • 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. Create a Supportive Environment By Asking Yourself… • 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. You 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. Consider The Student When Composing your Instrument. Be 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. Hands 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. Develop an Operational Manual. It 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. Educate, Collaborate and Engage 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. Background St. Louis Public Schools • Discussion about SLPS’ program and how we evolved through conducting a needs assessment • Growth and progress of our program.

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