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The McKinney-Vento Act and Children and Youth ... - State of Michigan

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stakeholders to the table, such as the courts, legal advocates, Court Appointed<br />

Special Advocates (CASAs), foster parents, <strong>and</strong> alumni <strong>of</strong> out-<strong>of</strong>-home care.<br />

Once an interagency agreement is designed <strong>and</strong> approved, it must be<br />

implemented with oversight <strong>and</strong> the flexibility to adapt to new challenges <strong>and</strong><br />

lessons learned. Ongoing, open interagency communication is imperative.<br />

This oversight should be written into the agreement.<br />

Here are two examples:<br />

• <strong>The</strong> agreement between Washtenaw (MI) Intermediate School<br />

District <strong>and</strong> the Student Advocacy Center requires that “both<br />

parties shall meet once a year to evaluate the effectiveness <strong>of</strong> this<br />

agreement.”<br />

• Delaware’s MOU establishes a steering committee to:<br />

1. Oversee implementation <strong>of</strong> the MOU.<br />

2. Recommend <strong>and</strong> make changes as needed in the MOU.<br />

3. Address policy issues that may arise in implementation.<br />

4. Appoint representatives to:<br />

- Ensure adherence to the MOU procedures.<br />

- Provide training <strong>and</strong> support for the implementation <strong>of</strong><br />

the MOU in coordination with DSCYF.<br />

- Develop <strong>and</strong> maintain positive interagency relationships.<br />

- Identify other training needs <strong>and</strong> develop cross-training<br />

efforts.<br />

Continued from page 26.<br />

• Policies <strong>and</strong> procedures<br />

for resolving disputes<br />

about a student’s eligibility<br />

or best interests.<br />

• How education <strong>and</strong><br />

child welfare agencies<br />

will maintain ongoing<br />

communication <strong>and</strong><br />

coordination, to ensure<br />

prompt <strong>and</strong> effective<br />

services for youth in care.<br />

• How both schools <strong>and</strong><br />

caseworkers will receive<br />

ongoing pr<strong>of</strong>essional<br />

development about the<br />

<strong>McKinney</strong>-<strong>Vento</strong> <strong>Act</strong>, the<br />

educational <strong>and</strong> other<br />

needs <strong>of</strong> youth in out-<strong>of</strong>home<br />

care, the benefits<br />

<strong>of</strong> school stability, <strong>and</strong><br />

relevant policies <strong>and</strong><br />

practices <strong>of</strong> each agency.<br />

Once child welfare <strong>and</strong> education agencies have begun building relationships,<br />

underst<strong>and</strong>ing each other’s roles <strong>and</strong> policies, <strong>and</strong> discussing concerns, they<br />

are ready to embark on the task <strong>of</strong> defining awaiting foster care placement.<br />

<strong>The</strong> following section explains the results <strong>of</strong> this undertaking in eight<br />

jurisdictions.<br />

Design <strong>and</strong> implement<br />

interagency agreements.<br />

2. Defining awaiting foster care placement under the<br />

<strong>McKinney</strong>-<strong>Vento</strong> <strong>Act</strong><br />

<strong>The</strong> <strong>McKinney</strong>-<strong>Vento</strong> <strong>Act</strong> covers all children <strong>and</strong> youth who meet the <strong>Act</strong>’s<br />

definition <strong>of</strong> homelessness, including those “awaiting foster care placement.”<br />

Homeless liaisons are charged with identifying homeless children <strong>and</strong> youth,<br />

Strategies for Improving Educational Outcomes through School Stability 27

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