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