17 - Indiana Association for Community Economic Development

Appendix 1.Summary of Other States’ Initiatives1StateArizonaKentuckyMaineMassachusettsMinnesotaMississippiName ofOrg Type of OrgNeighborhood HousingServices ofPhoenix NonprofitKentuckyHousingCorporation--Homeownership HousingCounseling FinanceProgram AuthorityHomeworks NonprofitMass.HomeownershipCollaborativeMinnesotaHomeownership CenterMississippiHousingInitiativeStateAssociationNonprofitHousingFinanceAuthorityOnecurriculum?Yes, creatingtheir ownYes, developedin-stateYes, creatingtheir ownYes, their ownHomebuyerCounselingCurriculumYes, "HomeStretch,"designed bytheir HFAIndividualcertificationOriginallyAHECI, plusCEUs; nowNRCYes; internaltraining &certificationprogramAHECINRC - notrequiredAHECI; theyalso do internaltrainingYes, developedby theirextension office AFCPEAgencycertificationYesNo formalcertification.Has serviceagreement withminimumcriteria.Yes, see hardcopy materials.2-yearcertification;agency mustfollowcurriculum,abide by codeof ethics, offer8 hrs ofclasses, etcNo formalcertification.Based onadequate staff,ability to report(must useCounselorMax) - MHC ispaying forlicensing,trainingNoneContactMeg Crawford,502-564-7630Debbie KingJohnson, 207-626-4670JanaPeckham/Karen Wiener, 617-742-0820SuzanneSnyder, 651-659-9336;hocsuzanne@qwest.netBen Mokry,601-718-4611;Victoria Patton,601-366-9141Indiana’s Homeownership Education & Counseling System (HomeEc) Report — I

OklahomaOregonRhodeIslandSouthDakotaTexasVirginiaOklahomaHomebuyerEducationAssociationStateAssociation(CommunityActionAgencies)HomeownerEducationCollaborative of Oregon NonprofitHomeownershipEducationCenterHomeownershipEducationResourceOrganizationTexasStatewideHomebuyerEducationProgramVirginiaAssociationof HousingCounselorsStateAssociationIndependentNFP, but isgoverned bythe HFA'sBoard ofCommissionersHousingFinanceAuthorityStateAssociationYes, acombination of9 differentcurricula tomeet alllenders'requirementsYes, "ABCs ofHomebuying",developed instateYes, developedin-house NRCNo requiredcurriculum;each provideruses FannieMaeFoundation orCredit WhenCredit Is Due,or acombinationNRC; also, theycan pick &choose whichsections ofMoneySmartthey want toadd inNRCInternal trainingprogram, plus30 CEUs per 3-year period,OR"Certification byApplication"(test-out option)NRC; notrequired but isofferedNRCVAHC (butrecognized byNRC), plus 12CEUs per 2-year periodNo formalcertification.Has serviceagreement withminimumcriteria.NoneNo formalcertification.Has serviceagreement withminimumcriteria.No formalcertification.Agency mustcommit tomeetingcurriculumstandards.Tricia Auberle,405-524-4124;www.homebuyereducation.infoTerri Duffy,503-284-5569Carrie/BrendaClement, 401-521-1461www.sdhda.orgfor wording, etcGreg & Paul,605-773-2466Agency mustbe considered"qualified"before theindividual canbe trained -criteria are:nonprofits,CDCs, CHDOs,CBOs, FBOs,Extensionagents, andLUGs, & others JoAnnw/ a community DePenning,building focus 512-475-4779KirstenVroman,kirsten.vroman@vhda.com,804-343-55341Indiana’s Homeownership Education & Counseling System (HomeEc) Report — II

Appendix 2.Other States’ Funding Strategies For Homeownership Education & CounselingState Name of Organization Type of Organization How HEC Is FundedKentucky Kentucky Housing Corporation-- Housing Finance Authority • Housing Assistance Fund, funded by mortgageHomeownership Counselingrevenue bonds.Program• HUD counseling dollars.MaineMaine State Housing Authority Housing Authority• HUD counseling dollars.• Many organizations instead apply for HUD funds viaandCHAPA, or apply for HUD dollars directly.• MPP fund – MSHA’s own fundsHomeworksNonprofit• Financial institutions.MassachusettsMassachusetts HomeownershipCollaborative• Neighborhood Reinvestment.State Association • Lender contributions.• CHAPA has a HUD intermediary grant.• Some agencies apply directly to HUD.• Some agencies use HOME funds.• FHLB.Minnesota Minnesota Homeownership Center Nonprofit • In 2002, MHC pooled funds from HFA and 2 otherorganizations, so that agencies could apply to one fund.• Raise HUD funds through the Housing PartnershipNetwork.• HFA "appropriated dollars" and their own revenue.• MHC raises private dollars.• Financial institutions deeply involved.Mississippi Mississippi Housing Initiative State Association • Financial institutions deeply involved.• Neighborhood Reinvestment Corporation.• General fund allocation for community development.• HUD counseling dollars.• HOME funds.• USDA Rural Development.• Fannie Mae Foundation.• Congressional Black Caucus Foundation.OklahomaOklahoma Homebuyer EducationAssociationState Association (CommunityAction Agencies)Local agencies fund themselves directly through:• HUD.• FHLB.• State community action association.• HOME training and TA funds.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — III2

Appendix 2.Other States’ Funding Strategies For Homeownership Education & CounselingState Name of Organization Type of Organization How HEC Is FundedOregon Homeowner Education Collaborativeof OregonNonprofit • Neighborhood Reinvestment Corporation.• Housing Finance Authority has some state funds.• FSS programs.• Foundations.• Financial institutions.• HUD counseling funds.Rhode Island Homeownership Education Center State Association • HUD counseling funds through regional NewEngland network.• Programs apply directly for HUD and HOME dollars.• Housing Resource Commission (state agency)applies for a collective pot of money from privatefunders, which programs can then access.South DakotaTexasVirginiaHomeownership EducationResource OrganizationTexas Statewide HomebuyerEducation ProgramVirginia Housing DevelopmentAuthorityandVirginia Association of HousingCounselorsIndependent nonprofit, but isgoverned by the HFA's Board ofCommissioners• HERO has a pot of privately raised funds that areavailable throughout the state.• SDHFA applies for HUD funds and includes allaffiliates in the application.Housing Finance Authority • HUD grant with subcontracts.• HOME funds (downpayment assistance).• Organizations charge a nominal fee ($25-50) forservices (often refunded upon purchase).• Foundations.• Financial institutions.Housing Finance AuthorityState Association• HUD grant with subcontracts.• Some organizations apply independently for HUDcounseling funds.• Virginia’s Department of Housing and CommunityDevelopment funds individual organizations via ageneral fund appropriation and federal TANF dollars.• HOME funds.• CDBG funds.• Other HUD funds.• Some philanthropic dollars.• Church mission funds.• Some financial institution investment.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — IV2

Appendix 3.List of Review Panel MembersThe following individuals participated in the HomeEC Review Panel in 2002 and 2003:3NameLisa AbbottMarsha BurseyJanet DitmireJacquie DodykMarcia HubbertTracy HughesTracy HuttonTracy KenneyMark LindenlaubJohn NiedermanAnnette PhillipsRose Marie RobertsErika ScottSheryl SharpeCaroline ShookMelinda WrightAgencyBloomington Department of Housing andNeighborhood DevelopmentPathfinder Services (Huntington)Housing Assistance Office (South Bend)Affordable Housing Corp. (Marion)New Hope Services (Jeffersonville)Indianapolis Neighborhood Housing PartnershipNew Hope Services (Jeffersonville)HOPE of EvansvilleHousing Partnership Inc (Columbus)Pathfinder Services (Huntington)Rural Opportunities Inc (Muncie)Ohio Valley Opportunities (Madison)IHFAIHFAHousing Opportunities Inc (Valparaiso)Momentive Consumer Credit Counseling(Indianapolis)Indiana’s Homeownership Education & Counseling System (HomeEc) Report — V

Appendix 4.Summary Of Participant Responses from Fall 2001 Network MeetingsProgram and Curriculum Standards4What are the key elements or components of a successful homeownershipeducation program?1. Post-purchase counseling (including home maintenance and foreclosureavoidance) (10)2. Credit (reading a report, credit repair) (8)3. Budgeting and financial management (8)4. Instruction on the home purchase process (8)5. Mortgages and lending (8)6. Program resources (staffing, funding) (8)7. Accessibility of the program to clients (5)8. Helping clients determine whether home purchase is right for them (5)What are the key elements or components of a successful homeownershipcounseling program?1. Post-purchase counseling (including home maintenance and foreclosureavoidance) (8)2. Determining affordability of home for client (7)3. Budgeting and financial management (5)4. Case management (4)Reviewing the list of key elements identified, which items would you expect/thinkshould be considered a “minimum” requirement?1. Credit (reading a report, credit repair) (8)2. Post-purchase counseling (including home maintenance and foreclosureavoidance) (7)3. Determining affordability of home for client (6)4. Instruction on the home purchase process (5)5. Budgeting and financial management (4)6. Life skills instruction (4)Can you identify any unique or special circumstances that impact or change yourlist of key elements?1. Language/cultural barriers (6)2. Special needs (disabilities, elderly, etc) (5)3. Geography (rural vs. urban, cost of living) (4)Indiana’s Homeownership Education & Counseling System (HomeEc) Report — VI

What do you see as the biggest barrier or what would make these minimumrequirements difficult for your organization to meet?1. Program funding (8)2. Staffing/Organizational capacity (8)3. Language/cultural barriers (4)4. Clients (identifying and getting referrals; lack of commitment; other issues) (4)5. Lack of standards/certification (4)6. Accessibility to locations/facilities (4)4Training and Certification of CounselorsWhat are the key areas of competency and expertise for an individual to beknowledgeable in order to deliver services of a homeownership educationprogram?1. Certified/trained (18)2. Interpersonal skills (17)3. Experience in home purchase/lending (12)4. Experience in financial literacy (7)5. Experience in credit counseling (6)6. Experience with home purchase process (5)7. Experience in post-purchase issues (4)What are the key areas of competency and expertise for an individual to beknowledgeable in order to deliver services of a homeownership counselingprogram?1. Interpersonal skills (9)2. Experience in home purchase/lending (5)3. Experience in credit counseling (5)4. Experience in financial literacy (3)5. Experience with home purchase process (3)Reviewing the list of key elements identified, which items would you expect/thinkshould be considered a “minimum” requirement?1. Knowledge of lending and mortgage products (10)2. Interpersonal skills (9)3. Experience in financial literacy (7)4. Experience in credit counseling (6)5. Experience in post-purchase issues (5)6. Trained/certified (4)7. Experience with home purchase process (4)Indiana’s Homeownership Education & Counseling System (HomeEc) Report — VII

Can you identify any unique or special circumstances that impact or change yourlist of key competencies and expertise?1. Language/cultural barriers (7)2. Special needs (6)3. Sustainability of programming (3)4. Rural vs. urban issues (2)4What do you see as the biggest barrier or what would make these minimumrequirements difficult for individuals to meet?1. Training for staff (11)2. Funding (9)3. Staffing (7)4. Language barriers (2)Development of a Regional SystemAll Participant DiscussionAdvantagesIncreased efficiencyNetworking, information-sharing, and communications opportunitiesNot re-inventing the wheelDisadvantagesCompetition for resourcesConcerns about accessibility and freedom of choice for clientsLarge service area mightTurfismWhat is a region?Overall consensus was that defining the regions is something to be carefully consideredbefore making a decision. Organizations are interested in working together andnetworking, but don’t want to lose their autonomy. It will be important to define who wewant to be served and how the set-up of regions will affect that service.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — VIII

Appendix 5.Spring 2002 Network Meetings:First Draft Flowchart – Homeownership Education & Counseling Process5InquiryClient expresses interest in homeownershipAssessmentClient's needs indicate either counseling or educationHomeownership CounselingOne-on-one, intensive, financial mgmt/credit repair focusHomeownership EducationGroup/classroom structure, focus on home purchase processKey ElementsKey ElementsProgramCounselorProgramEducatorHomeownershipIndiana’s Homeownership Education & Counseling System (HomeEc) Report — IX

Appendix 6.Spring 2002 Network Meetings:First Draft “Key Elements of Homeownership Education Programs”Homeownership Education Programs:Key ElementsOverview6Homeownership education programs are geared toward those who are comparativelyclose to being ready for home purchase, and who do not require in-depth, one-on-onecounseling. Usually set up in a classroom/group format, the homeownership educationprogram focuses primarily on the processes of selecting a home, qualifying for amortgage, closing, and post-purchase issues. While it usually addresses the topics ofmoney management and credit, the homeownership education program is not designedfor intensive credit counseling or basic life skills training.Homeownership EDUCATOR skill setRequired• Knowledge of and experience with the home purchase process• Knowledge of and experience with lending/mortgage products• Knowledge of and experience with basic home maintenance• Familiarity with other common post-purchase issues• Strong interpersonal skillsDesired• Foreign language skills• Education background• Familiarity with local social service networksIndiana’s Homeownership Education & Counseling System (HomeEc) Report — X

Basic Programmatic Needs• Homeownership education curriculum which incorporates the “basic elements” inat least the recommended minimum amount of hours• Adequate funding and staffing to provide services• Ability to provide one-on-one counseling as needed, or ability to refer the client toa partnering counseling service• Access to affordable training for staff• Accessibilityo Printed materials translated into Spanish and/or other languages spokenin the area; translator available if trainer does not speak the language inquestiono Handicap accessibility of facilitieso Centrally located facility, easy to get to via public transportationo Available transportation for circumstances where there is no other optiono Ability to provide food if program takes place during mealtime, or is longerthan two hourso Ability to provide child care6Basic Elements of a Homeownership Education CurriculumIn this scenario, a basic homeownership education curriculum would entail sevenprimary topics, totaling a minimum of ten hours of class time.1. Getting Started (1-2 hours)Goal: Client determines whether homeownership is right for them, and what stepsthey will need to take to begin preparing for the purchase process.May include:• Advantages & disadvantages of homeownership• The role of long-term budgeting and saving• Possible barriers to approval, especially creditworthiness• How much the client can afford to spend• Programs for low- and moderate-income buyers and first-time buyers2. Money Management & Credit Assessment (2-4 hours)Goal: Client gets a sense of where they are financially, what they need to do to bemortgage-ready, and understands basic budgeting.May include:• Setting short- and long-range goals• Development of spending and saving plans• Tracking income and expenses• How to read a credit report• Information on credit reporting agencies• Strategies for building or rebuilding creditIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XI

3. Selecting a Home (2-4 hours)Goal: Client determines what kind of home they need, want, and can afford, andbegins to explore options.May include:• Research and evaluation of neighborhoods they are interested in• Advantages and disadvantages of different types of housing• Creation of “wish lists”• Choosing a realtor• Understanding MLS lists• House-hunting resources• Comparison shopping and record-keeping• Information about fair housing practices• Negotiating the purchase• Submitting the offerGoal: Client knows what to watch for in an inspection.May include:• Checklist of inspection items• Finding an inspector• Environmental issues to investigate64. Financing a Home (2-3 hours)Goal: Client understands what a mortgage is and how it works, what to look for in amortgage, why it is important to “shop around”, how to qualify, how much to borrow,and how to identify predatory lending practices.May include:• Types of lenders• Types of products, including programs for low- to moderate-income buyers• Prequalification• Loan application process and paperwork• Calculating debt ratios and loan payments• Comparing loan terms and “shopping” for financing• Calculating costs related to obtaining a loan, down payment, and closing• Understanding fees• Ensuring a fair appraisal• Fair housing practices and “red flags” for predatory lendingIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XII

5. Understanding the Closing Process (1-2 hours)Goal: Client knows what to expect at closing, including familiarity with forms anddocumentsMay include:• Moving checklist• Final walk-through• Costs of closing on a loan• Closing documents (HUD-1, Truth in Lending, title insurance, mortgage,mortgage note, deed, homeowners’ insurance, etc)66. Maintaining Your Home (1-2 hours)Goal: Client understands basic home maintenance and repair needs.May include:• Homeowners’ insurance• Basic household tools, supplies, and safety items• Hiring contractors• Seasonal home maintenance• Budgeting for maintenance and repairs• Energy efficiency• “Good neighbor” guidelines• Handling emergencies• Keeping records7. Keeping Your Home (1-2 hours)Goal: Client understands how their loan works, steps to maintain financial stability,and how to avoid foreclosure.May include:• Understanding the terms of the loan (payment due date, loan amortization,etc)• Where and when to seek help if difficulties arise• Budgeting review• Creating an emergency fund• Refinancing and prepaying mortgagesIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XIII

Appendix 7.Spring 2002 Network Meetings:First Draft “Key Elements of Homeownership Counseling Programs”Homeownership Counseling Programs:Key ElementsOverviewHomeownership counseling programs are geared toward those who have significantbarriers toward homeownership and who require intensive, one-on-one assistance inorder to stabilize their situation and become mortgage-ready. This may often entailintensive money management training, credit counseling and repair, and/or referrals toother social service agencies for additional support.7While it may briefly address the home purchase process, homeownership counseling isgenerally a precursor to the broader homeownership education program, which occursonce a client is closer to being ready to purchase the home. Homeownershipcounseling is also crucial for post-purchase support of homeowners, particularly interms of foreclosure avoidance. Clients who complete a homeownership educationcourse may end up returning for more intensive, one-on-one counseling after their homepurchase.Homeownership Counselor Skill SetRequired• Experience in providing financial literacy• Experience in providing credit counseling• Certification/training in relevant areas• Familiarity with local social service networks• Strong interpersonal skillsDesired• Foreign language skills• Social work background• Knowledge of and experience with the home purchase process• Knowledge of and experience with lending/mortgage productsIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XIV

Programmatic Needs• Adequate funding and staffing to provide services• Access to affordable training for staff• Referral agreements with social service agencies• Accessibilityo Printed materials translated into Spanish and/or other languages spokenin the area; translator available if trainer does not speak the language inquestiono Handicap accessibility of facilitieso Centrally located facility, easy to get to via public transportationo Available transportation for circumstances where there is no other optiono Ability to provide food if program takes place during mealtime, or is longerthan two hourso Ability to provide child care7Basic Elements of a Homeownership Counseling CurriculumThe time frame for homeownership counseling is much more strongly dictated by theindividual needs of the client than in homeownership education. Counseling programstend to be far more personalized to each client, and generally take place over a longerperiod of time than a general pre-purchase training program. Therefore, the timeranges noted below for counseling are minimum estimates, designed to reflect thewidely varying requirements of each client, rather than hard-and-fast rules. For someclients, the minimum recommendations will suffice; for others, many more hours in oneor more topic areas will be needed.1. Assessment (minimum 1 hour)Goal: Client is aware of financial and other barriers to homeownership.Goal: Client makes informed decision as to whether to pursue home purchase.May include:• Advantages & disadvantages of homeownership• Possible barriers to approval, especially creditworthiness• How much the client can afford to spend2. Financial Management (minimum 2 hours)Goal: Client has a budget and financial plan and understands the importance ofsaving.May include:• Setting short- and long-term priorities• Tracking income and expenses• How to trim expenses• Basic banking skills• Planning for emergenciesIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XV

3. Credit and Credit Repair (minimum 1 hour)Goal: Client understands their credit reports and how credit works; has arepayment plan for existing debt and a development plan for building new credit.May include:• Definition of credit and credit scoring• Information on procuring credit reports• Review of client’s actual credit report• Communicating with creditors and credit agencies• Developing traditional and alternative credit lines4. Case Management & Life Skills (minimum 2 hours)Goal: Client meets regularly with homeownership counselor to assessprogress and has access to other services (employment training, education,social services) that will increase stability, improve quality of life, and helpthem make informed life choices.May include:• Referrals to other social service providers75. Post-Purchase: Default Intervention (minimum 2 hours)Goal: Homeowners who are in danger of foreclosure will retain their homes.May include:• Where and when to seek help if difficulties arise• Budgeting for home maintenance and repair• Creating an emergency fundIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XVI

Appendix 8.Summary of Participant Responses from Spring 2002 Network MeetingsSummary of Spring 2002 Network MeetingsThe discussion at the Spring 2002 meetings centered around two main areas: first,developing standards and ensuring uniform quality of homeownership education andcounseling programs throughout Indiana, and second, developing a framework toensure accessibility of services throughout the state.QUALITY8In this section, participants were asked to comment on three draft documents: aflowchart delineating the process of homeownership education and counseling services;a listing of key elements of education programs; and a listing of key elements ofcounseling programs.Comments on Service Flowchart:1. Arrows should go both ways between education and counseling (3)2. Counseling may take place in small groups as well as one-on-one (2)3. Add post-purchase as a separate component on flowchart and include it earlier inthe program (should post-purchase counseling be a requirement for everyone?)(2)4. Counseling and education may overlap (2)5. Consider phrasing as “long-term” and “short-term”, rather than “counseling” and“education” (2)6. Add an “intake” step for data collection between the Inquiry and Assessmentlevels7. Accurate description8. Counseling is an ongoing process9. Allow for the option that the client may choose not to become a homeowner10. Would like to see a more specific definition of what assessment is and how it’sdone11. Provide education as early as possible12. Counseling should be required to strengthen the education component.Comments on Components of Homeownership Education Programs:1. Time frames may be too demanding (balance time frames with quality ofservice); minimum hours are too high--it is difficult to get clients to attend multiplesessions (5)2. Expand “Selecting a Home” to include more on realtors, offers, purchaseagreements, and strategies on money management and budgeting (4)Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XVII

3. Include a component on understanding the home inspection report and otherclosing documents (have section on closing needs last so it will stay fresh inclients’ minds) and create procedures to catch problems after loan is closed (4)4. Educators and counselors alike should have background/skills (possiblycertification) in training, especially in the areas of facilitation and culturalsensitivity (4)5. Clients should have opportunity to evaluate the program and educator (3)6. Include information on predatory lending products, rent-to-own, “buy here payhere”, and other predatory scenarios (3)7. Include component on tax benefits and tax abatement strategies ofhomeownership (3)8. There is a need for marketing support (3)9. Include mortgage insurance (“credit life”, not PMI), reverse mortgage counseling,and homeowners’ insurance as topics (3)10. Need flexibility when offering classes, such as weekends and evenings (2)11. Consider creating a code of ethics for avoiding conflict of interest/crasscommercialism (2)12. Concern about funding and accessibility of elements such as child care, food,language, transportation, etc. (2)13. Give client a sense of time frame and “flow” of counseling and education process(2)14. Create a separate module for post-purchase counseling—it should be availableto everyone (2)15. Emphasize difference between appraisals and inspections and underscore needfor inspections16. Limit class sizes to promote relationship-building. Relationships are key—programs should be willing/able to maintain long-term relationship (2)17. Include outside professionals/experts for various components of training18. Consider “express” classes19. Acknowledge that not everyone is ready for homeownership20. Rely on volunteers to talk about specific topics – be sure that these experts donot sell their products – neutrality — code of ethics idea21. Develop relationships between agencies and financial institutions22. The need is for interpreters, not translators; interpreters should receive trainingin the terminology and vocabulary of home purchase process23. Consider including pre- and post-tests24. Education can begin very early—even 2-3 years before purchase; length/depthof education may vary according to client (this should ideally be taught beginningin high school)25. Include information on redlining26. Merge “Introduction/Getting Started” and “Assessment” components andconsider combining “Financing a Home” and “Keeping Your Home”27. Ability to refer to other organizations is important for both education andcounseling28. Environmental disclosures (e.g. lead) should be included in the “fair housing”section (Right to disclosure—RESPA)8Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XVIII

29. Include “how-to” section with basic home maintenance30. Define what mortgage brokers do31. Include how to differentiate between needs vs. wants when choosing a homeComments on Components of Homeownership Counseling Programs:1. Include post-purchase counseling in pre-purchase classes especially in regardsto predatory lending (Consider what incentives might bring clients back for postpurchasecounseling once they are in their homes) (6)2. Programs should be able to provide at least the minimum recommended hours ofcounseling (8 hours is optimistic; probably is not enough time for mostcounselees. Use “benchmark” or “average” in place of “minimum” when referringto time frames for various components) (5)3. Offer materials and services in alternative formats (foreign languages, Braille,tapes, availability of interpreters for the deaf) (3)4. Referrals are important (CCCS, others) (2)5. Clarify what non-traditional/alternative lines of credit are6. Necessity for flexibility of times/days/locations of services7. How are clients motivated to “stick with it”? Counselors should be skilled inmotivating8. Explain that too much credit can be as much of a problem as too little9. Some components from the Education section would also fit in Counseling10. Counseling may take place in both individual and group settings11. Promote understanding of consumers’ rights—buyer’s need and ability to takecontrol of the home purchase12. Look at pre-approval and pre-qualification process, so that clients can get asense of affordability13. Teach financial problem-solving and add debt reorganization and repaymentplanning under Financial Management section14. Emphasize default prevention over default intervention15. Consider breaking down into “long-term” and “short-term” programs16. Evaluation criteria—how to determine success?17. Change “significant barriers” to simply “barriers”18. Link case management activities with other resources19. Educate clients as to EITC and other income opportunities early in process20. Provide access to legal information early on, especially with regard to creditissues21. Counselors should remain compassionate and sensitive to clients’ needs --Sensitivity to needs of those who cannot use public transportation, and buildingaccessibility issues (Include a checklist of disability accessibility requirements)22. Require action plan for client and promote an approach that fosters selfsufficiency/empowerment23. Assessment should be ongoing and minimum requirements for counselingshould be based on the assessment8Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XIX

Ideas for what to include in an assessment:• Is client willing to make the time commitment to the counseling/education, or wills/he self-select out?• Evaluate spending patterns and priorities; budget overview• Look at debt to income ratio• Self-assessment• Ensure neutrality of values from the program—program is not forcing its valuesonto the client• Have participation agreements setting up what both participants andorganizations will do• Provide description of what being a homeowner is like• Pull credit report ASAP• Provide “red flags” for predatory lending scenarios8Overall: There was consensus from the group that the proposed Quality Componentswere acceptable. (7)ACCESSIBILITYIn this section, participants were asked to brainstorm about the opportunities andchallenges of developing a network to promote accessibility of homeownershipeducation and counseling services throughout the state. They were also asked toconsider how a regional network system might be best structured to achieve this goal.Opportunities and Ideas:1. Development of a strong marketing plan—radio, TV, other media (4)2. Sharing resources and information with other organizations (Organizations couldchoose/be assigned certain responsibilities so coordination would improve) (4)3. Look at census tracts with high populations of low- and moderate-income peoplein order to determine where funds should be spent; plot CDCs statewide as ameans of seeing where gaps in service are located. (3)4. Possibly a satellite/circuit rider approach could be used (2)5. Many successful public-private partnerships are already in place (2)6. Develop relationships with real estate professionals and lenders (2)7. Develop web-based training and counseling (2)8. Build strong referral networks with social service agencies (2)9. Services need to be in close proximity to clients (2)10. Ensure quality and autonomy within regions (2)11. Put ongoing certification process in place (2)12. Regions differ; therefore a regional system would be beneficial (2)13. Develop a statewide resource/reference tool for building networks for approvedproviders (2)Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XX

14. Show what the economic benefit of participating in a network would be15. Set up a toll-free number—“Hoosier Healthwise” model16. Promote concept of “coalition” vs. “network”—coalition suggests commonality ofgoals and mission17. Use IACED membership base as a conduit to promote accessibility18. Performance-based system would be important19. “Franchise” model20. Use organizations that already exist21. Flexible training schedule (times, locations)22. Solid structure for communications23. Plot CDCs statewide as a means of seeing where gaps in service are located8Challenges and Needs:1. Concern about allocation of funds and inequity (5)2. Need for funding and other resources (4)3. Transportation; distance that clients will travel (4)4. Trainers must be sensitive to the region’s needs; balance urban vs. rural needs—different pressures, informational requirements, proximity to services (3)5. Not every county is currently covered by services6. Avoid “jargon” when working with clients—use vocabulary that they willunderstand7. Language and disability barriers8. More staff, more trainers needed9. Minimize bureaucracy10. Have seen other networks that have not worked effectively11. Ensure all voices are heard in development of framework12. Make sure boundaries of individual organizations still reflect mission13. Timeliness14. Ensuring quality of services15. Clearly define purpose of network; be sure that a regional network is neededbefore implementing such a structureIdeas for Regional Structure:1. Smaller regions would be better (4)2. Bringing service to clients is preferable to a centrally located setup; portableclasses, “satellites”, and circuit riders could promote partnership and resourcesharingwith other organizations (4)3. Ensure regions encompass major cities and surrounding counties; investigatefurther where and why underserved areas exist; more information is neededbefore a final structure is decided upon (2)4. Smaller regions might break up the state so much as to defeat the purpose ofregions; consider 3-5 regions, similar to Department of Commerce model—butonly if a satellite office/circuit rider structure is also in place.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XXI

5. Workforce Investment Planning regions could work well in both urban and ruralareas6. Perhaps simply using current CHDO system would suffice7. Consider Infolink model, the SBA model, or the Continuum of Care model—alsoa way to reach lower-income clients8. Develop/formalize partnerships with local organizations to extend “reach” ofservices9. Some kind of statewide coordination of efforts; set up a program in each county10. Need to reach efficiency of scale somehow, because funding is drying up11. Funding will drive the structure8Overall:1. There was support for regional networks. Most said that their organizationswould probably participate in a regional network system. (4)2. There was mixed support for regional networks. Some said that theirorganizations would probably participate if certain conditions were met; otherssaid that their organizations would probably choose not to participate. (3)Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XXII

Appendix 9.Fall 2002 Network Meetings:Second Draft Flowchart – Homeownership Education & Counseling ProcessHomeownership Education & Counseling ProcessInquiryClient expresses interest in homeownership9IntakeBasic information gathered about the client's situation and needsAssessmentClient's needs indicate counseling or education,or, alternatively, client chooses not to pursue homeownership at this timeClient needs significant pre-purchase assistanceClient is relatively close to being ready to purchaseHomeownership CounselingMore intensive financial mgmt/credit repair focusOften (though not always) one-on-oneAlso known as "long-term counseling"• Client may move between counselingand education as needed• Some elements of counseling & educationmay overlapHomeownership EducationPrimary focus is home purchase processOften held in a group/classroom structureAlso known as "short-term counseling"Homeowner may return for additionalcounselingHomeownershipClient moves from educationto homeownershipPost-Purchase CounselingMay be included in the education program,added as a separate component, or bothIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XXIII

Appendix 10.Fall 2002 Network Meetings:Second Draft “Key Elements of Homeownership Education Programs”Homeownership Education Programs:Key ElementsHomeownership education programs are geared toward those who are comparativelyclose to being ready for home purchase, and who do not require in-depth, one-on-onecounseling. Often set up in a classroom/group format, the homeownership educationprogram focuses primarily on the processes of selecting a home, qualifying for amortgage, closing, and post-purchase issues. While it usually addresses the topics ofmoney management and credit, the homeownership education program is not designedfor intensive credit counseling or basic life skills training.10Programmatic Requirements• Homeownership education curriculum which incorporates the “basic elements” inat least the recommended minimum amount of hours• Adequate funding and staffing to provide services• Ability to provide one-on-one counseling as needed, or ability to refer the client toa partnering counseling service• Access to affordable training for staff• Accessibilityo Flexible scheduling for classes, such as weekends and eveningso Printed materials translated into Spanish and/or other languages spokenin the area; interpreter available if trainer does not speak the language inquestiono Physical accessibility of facilities and other accessibility elements (Braillematerials, audio tapes, interpreters for the deaf, etc) for people withdisabilitieso Centrally located facility, easy to get to via public transportationo Available transportation for circumstances where there is no other optiono Ability to provide food if program takes place during mealtime, or is longerthan two hourso Ability to provide child careo Accommodations for clients with low reading skills• Clients should have the opportunity to evaluate the program and educator• Code of ethics or other safeguards for outside speakers (real estateprofessionals, lenders, etc) to ensure that no one company’s products or servicesare being promotedIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XXIV

Homeownership Educator Skill SetRequired• Knowledge of and experience with the home purchaseprocess• Knowledge of and experience with lending/mortgageproducts• Knowledge of and experience with basic homemaintenance• Familiarity with other common post-purchase issues• Background in training, facilitation and/or culturalsensitivity• Strong interpersonal skills10Desired• Foreign language skills• Education background• Familiarity with local social service networksBasic Elements of a Homeownership Education CurriculumIn this scenario, a basic homeownership education curriculum would entail 5 primarytopics, totaling a minimum of 7.5 hours of class time.1. Getting Started & Financial Assessment (1.5 - 3 hours)Goal: Client determines whether homeownership is right for them, and what stepsthey will need to take to begin preparing for the purchase process.May include:• Advantages & disadvantages of homeownership• The role of long-term budgeting and saving• Possible barriers to approval, especially creditworthiness• How much the client can afford to spend• Programs for low- and moderate-income buyers and first-time buyers• Homeownership is not always the right choice for everyoneGoal: Client gets a sense of where they are financially, what they need to do to bemortgage-ready, and understands basic budgeting.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XXV

May include:• Setting short- and long-range goals• Development of spending and saving plans• Tracking income and expenses• How to read a credit report• Information on credit reporting agencies• Strategies for building or rebuilding credit2. Selecting a Home (1.5 - 3 hours)Goal: Client decides what kind of home they need, want, and can afford, and beginsto explore options.May include:• Research and evaluation of neighborhoods they are interested in• Advantages and disadvantages of different types of housing• Creation of “wish lists”—needs vs. wants• Choosing a realtor• Understanding MLS lists• House-hunting resources• Comparison shopping and record-keeping• Information about fair housing practices• Universal design and accessibility options• Environmental disclosures• Negotiating the purchase• Submitting the offer10Goal: Client knows what to watch for in an inspection.May include:• Different types of inspections• Difference between inspection and appraisal• Why an inspection is important• Finding an inspector• Checklist of inspection items• Understanding the home inspection report• Environmental issues to investigateIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XXVI

3. Financing a Home (2.5 - 4 hours)Goal: Client understands what a mortgage is and how it works, what to look for in amortgage, why it is important to “shop around”, how to qualify, and how much toborrow.May include:• Types of lenders (banks, mortgage brokers, etc)• Types of products, including land contracts and programs for low- to moderateincomebuyers• Pre-qualification• Loan application process and paperwork• Calculating debt ratios and loan payments• Comparing loan terms and “shopping” for financing• Calculating costs related to obtaining a loan, down payment, and closing• Understanding fees• How escrow works10Goal: Client has an understanding of predatory lending and other abusive practices.May include:• Ensuring a fair appraisal• Fair housing practices• “Red flags” for predatory lending• Rent-to-own and “buy here pay here” vs. conventional mortgages• Ensuring that fees are legitimate• Common post-purchase predatory lending practicesGoal: Client understands how their loan works, steps to maintain financial stability,and how to avoid foreclosure.May include:• Understanding the terms of the loan (payment due date, loan amortization, etc)• Where and when to seek help if difficulties arise• Budgeting review• Creating an emergency fund• Refinancing and prepaying mortgages• The role of reverse mortgages4. Preparing for the Closing Process (1 – 2 hours)Goal: Client knows what to expect at closing, including familiarity with forms anddocumentsMay include:• Moving checklist• Final walk-through• Costs of closing on a loan• Closing documents (HUD-1, Truth in Lending, title insurance, mortgage,mortgage note, deed, homeowners’ insurance, etc)Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XXVII

Goal: Client understands their home insurance needs.May include:• Homeowners’ insurance• Flood insurance• Personal life insurance• Redlining• Credit life insurance5. Life As a Homeowner (1 - 2 hours)Goal: Client understands basic home maintenance and repair needs.May include:• Property taxes• What homeowners’ insurance will cover• Basic household tools, supplies, and safety items• How-to of basic maintenance and repairs• Seasonal home maintenance• Budgeting for maintenance and repairs• Hiring contractors• Energy efficiency• “Good neighbor” guidelines• Handling emergencies• Keeping records10Review (may be open to public)• Financial management• Common post-purchase predatory lending practices• Where and when to seek help if difficulties ariseIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XXVIII

Appendix 11.Fall 2002 Regional Meetings:Second Draft “Key Elements of Homeownership Counseling Programs”Homeownership Counseling Programs:Key ElementsHomeownership counseling programs are geared toward those who have barrierstoward homeownership and who require more intensive assistance in order to stabilizetheir situation and become mortgage-ready. This may often entail intensive moneymanagement training, credit counseling and repair, and/or referrals to other socialservice agencies for additional support. Counseling often, but not always, takes placein a one-on-one setting.11While it may briefly address the home purchase process, homeownership counseling(a.k.a. “long-term”) is generally a precursor to the broader homeownership educationprogram (a.k.a. “short-term”), which occurs once a client is closer to being ready topurchase the home. Homeownership counseling is also crucial for post-purchasesupport of homeowners, particularly in terms of foreclosure avoidance. Clients whocomplete a homeownership education course may end up returning for more intensivecounseling after their home purchase.Programmatic Requirements• Programs should be prepared to offer at least the benchmark/average hours ofcounseling to every client, while recognizing that some clients will not require thatmuch counseling in every area, while others will need far more in some or allareas.• Adequate funding and staffing to provide services• Access to affordable training for staff• Referral agreements with social service agencies• Accessibility of services for clients:o Flexible scheduling for classes, such as weekends and eveningso Printed materials translated into Spanish and/or other languages spokenin the area; interpreter available if trainer does not speak the language inquestiono Physical accessibility of facilities and other accessibility elements (Braillematerials, audio tapes, interpreters for the deaf, etc) for people withdisabilitieso Counseling facility:• Centrally located• Easy to get to via public transportation• Reasonable distance from clients servedIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XXIX

o Available transportation for circumstances where there is no other optiono Ability to provide food if program takes place during mealtime, or is longerthan two hourso Ability to provide child careo Emphasis on “plain-English” vocabulary, and avoidance of overly technicalterminology or jargono Accommodations for clients with low reading skillsHomeownership Counselor Skill SetRequired• Experience in providing financial literacy• Experience in providing credit counseling• Certification/training in relevant areas• Familiarity with local social service networks• Strong interpersonal skills, especially the ability tomotivate others toward a goal11Desired• Foreign language skills• Social work background• Knowledge of and experience with the homepurchase process• Knowledge of and experience with lending/mortgageproductsIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XXX

Basic Elements of a Homeownership Counseling CurriculumThe time frame for homeownership counseling is much more strongly dictated by theindividual needs of the client than in homeownership education. Counseling programstend to be far more personalized to each client, and generally take place over a longerperiod of time than a general pre-purchase training program. Therefore, the timeranges noted below for counseling are average estimates or benchmarks, designed toreflect the widely varying requirements of each client, rather than hard-and-fast rules.For some clients, a minimum of time will suffice; for others, many more hours in one ormore topic areas will be needed.1. Assessment (average 2 hours)Goal: Counselor and client gain a clear sense of the client’s situation and needsMay include:• Referrals to other agencies for additional services• Participation agreements describing what clients and counseling agencieswill each commit to• Explanation of housing counseling process• Development and ongoing evaluation of action plan for client11Goal: Client is aware of his/her financial and other barriers to homeownership.Goal: Client makes informed decision as to whether to pursue home purchase.May include:• Advantages & disadvantages of homeownership• Possible barriers to approval, especially creditworthiness• Get a sense of how much the client can afford to spend (debt-to-incomeratio)• Discuss pre-approval and pre-qualification processes2. Financial Management (average 2 hours)Goal: Client has a budget and financial plan and understands the importance ofsaving.May include:• Setting short- and long-term priorities• Tracking income and expenses• How to trim expenses• Basic banking skills• Financial problem-solving and planning for emergencies• Debt reorganization & repayment planning• Discuss income-generating strategies: EITC, etcIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XXXI

3. Credit and Credit Repair (average 1 hour)Goal: Client understands their credit reports and how credit works; has a repaymentplan for existing debt and a development plan for building new credit.May include:• Definition of credit and credit scoring• Information on procuring credit reports• Review of client’s actual credit report• Communicating with creditors and credit agencies• Developing traditional and alternative credit lines• Information on sources of legal assistance4. Case Management & Life Skills (time varies; occurs multiple times duringcounseling process)Goal: Client meets regularly with homeownership counselor to assessprogress and has access to other services (employment training, education,social services) that will increase stability, improve quality of life, and helpthem make informed life choices.May include:• Referrals to other agencies for additional services• Development and ongoing evaluation of action plan for client115. Post-Purchase (average 2 hours)Goal: Homeowners who are at risk for foreclosure will retain their homes.May include:• Where and when to seek help if difficulties arise• “Red flags” for predatory lending• Budgeting for home maintenance and repair• Creating an emergency fundIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XXXII

Appendix 12.Summary of Participant Responses from Fall 2002 Network MeetingsSummary of Fall 2002 Network MeetingsThe discussion at the Fall 2002 meetings centered around two main areas: first,developing standards and ensuring uniform quality of homeownership education andcounseling programs throughout Indiana, and second, developing a framework toensure accessibility of services throughout the state.Note: The numbers in parentheses after some items denote the number of times thatthe idea was suggested over the course of the seven regional meetings.ENSURING QUALITY PROGRAMMING12In this section, participants were asked to comment on three draft documents: aflowchart delineating the process of homeownership education and counseling services;a listing of key elements of education programs; and a listing of key elements ofcounseling programs.Comments on Components of Homeownership Education Programs:• Buy-in from lenders & realtors—show how counseling and education create addedvalue• Consider increasing minimum hours of education• Counselor skill set:o Continuing education is important, since housing programs are alwayschangingo Counselor needs ability to counsel without biaso Counselors will need an understanding of funding sourceso Financial/real estate background would be useful in counselor skill seto Ideally, counselor would be a homeowner him/herselfo “Tough love” approach is helpful• Ensure clients get sufficient service given constraints of time/lender requirements• Ensure clients understand that “long-term” counseling is only a precursor tohomeownership• Fine line between “plain-English” vs. jargon• Funding challenge of being “not rural” and yet not a participating jurisdiction• Items to cover in curriculum:o Address land contracts and other types of purchase productso Address property taxes/exemptionso Clear explanation of escrowo Cover predatory lendingIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XXXIII

o Differentiate between multiple types of inspections, difference betweenappraisal & inspectiono Discuss “life cycle” of homeownershipo Discuss insurance of all typeso Include information on flood insuranceo Include information on personal life insuranceo Include information on wills/powers of attorneyo Include section on budgeting/planning for maintenance costs, tools, etco Include section on how to find trustworthy inspectors, appraisers, andrealtors, and the role of each (3)o Include section on ID thefto Include section on mortgage exemptiono Make “life as homeowner” section more in-depth, especially the homemaintenance sectiono Tax implications of homeownership• Minimum hours of instruction may need to vary depending on the size of the groupand individuals’ prior knowledge• Need for “teeth” in housing programs—ability to get clients back for post-purchasecounseling• Need for adequate technology• Need for listing of available resources• Pre-qualification should take place early in process• Public transportation to services is a challenge in rural areas• Track outcomes (5)o Include outcomes beyond home purchase itselfo Need for data collection tools (2)o Pre-tests and post-tests should be administered for measurable results (2)• Varying perceptions of CCCS’ programming—often depends on the individual lender• What happens to those whose needs may not be entirely met by counseling?o Client self-assessment is keyo Assessment process should include referrals for those who need it12Comments on Components of Homeownership Counseling Programs:• Basic banking skills should be part of assessment• Begin with financial literacy for those who require extensive assistance• Clarify difference between referrals to other agencies and coordination of serviceswith those agencies• Communication with lenders is helpful, but not always easy to do• Consider the pros and cons of clients’ using Debt Management Program or similarcredit counseling programs (2)• Dedicate time for one-on-one counseling• Ensure client is working actively toward their goalo Accountabilityo DeadlinesIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XXXIV

o Empowerment• Ensure that client is aware that more money may be required for closing – loanqualification is often different from reality• Give clients an explicit explanation of how counseling differs from education, and atimeline for how long it will take to go through the process (4)• Need for self-esteem training (Pathfinders is willing to share their curriculum)• Need long-term follow-up capability• Promote housing authority participationo Outreacho Section 8 for Homeownership• Provide outside referrals for other services if needed• Provide potential life scenarios• Require post-purchase counseling for some time period• Set a published, regular schedule of classesENSURING ACCESSIBILITY OF PROGRAMMING12In this section, participants were asked to brainstorm about the opportunities andchallenges of developing a network to promote accessibility of homeownershipeducation and counseling services throughout the state. Using the questions below,they were also asked to consider how a regional network system might be beststructured to achieve this goal.If a regional system for delivery of homeownership education and counselingservices were to be implemented…What would be the best way to “roll out” this system throughout Indiana?• A single pilot may not be sufficient because of the differences between regions• Buy-in from other entitieso Churches, financial institutions, local units of government, realtors, socialservice agencies• Define who services are for• Gradual statewide launch that is multi-step and functionally organized• Marketing tools would be key• Pilot program in a single region, then go statewide• Pilot program – selected urban and rural groups would test the program. Then asimultaneous launch of the remainder of the state could occur.• Pilot program in multiple areas – or some kind of statewide “study group”• Pilot program with a minimum of a 6-month time frame to work out kinks• Pilot project, including both urban and rural areas, and both new and seasonedplayerso Add new communities gradually, at intervalso “Pilot” may not be ideal wording; we might try using “trial run” or “start-up”Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XXXV

• Possibility of simultaneous pilots• Rather than a regional network, the first step should be a bona fide connection ofservices among providers in an area – incentivized via points on IHFA application.• Simultaneous statewide launch (5)• Time is of the essence• Unity/uniformityHow would you organize a regional structure for homeownership education andcounseling services?• Consider turf concerns – “will someone steal our clients?”• Create a standalone, regional training center with no conflict of interesto Independent, central staff persono Technology – especially web-basedo Data collection point• Create a clean break between administration and services• Create a regional committee made up of all providers of homeownership educationand counseling, which would drive/monitor regional activity (6)o Ability to make funding decisions within the regiono Administering staff should be employed by regional consortium versus asingle agency or standaloneo Collaborative umbrella organization that would act as a representative forall organizationso Create a collaborative system, but keep funding structure as iso Create a system similar to the traveling nurses setup, with designatedtravelers for specific areaso Designate a lead agency on council to coordinate services (not tocoordinate funding)o Identify three administrative agencies (north, central, and south) that arejust administrative and do not provide services, but rather contract withlocal organizationso Memorandum of agreement to encourage collaborationo Regional fiscal agent, and county-by-county representation on a regionalboardo Regional network to meet quarterly to discuss funding, curriculum andareas of activityo Regional oversight and administration, but organizations would applydirectly to IHFA for fundingo Should consortium be created as a new organization? This has its ownchallenges• Create incentives for participation (credit for clients served)• Designate one lead non-profit in region to coordinate funding, training, and servicedelivery (6)o Consider CCCS model with central location and branch officeso Non-profits to “contract out” services in regionso Funding to be directly negotiated between providers and state• Do a needs assessment in communities to determine funding priorities12Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XXXVI

• Don’t make regions too big• Get more clarity on IHFA’s goals for the initiative• Have a paid regional coordinator• IHFA to ensure equity of funding among regions• Include a performance-based funding component• Individual organizations would have to subordinate goals to the region• No geographic restrictions for clients – within and between regions• One challenge is how to divide state into regions• Organizations would have stipend/other financial support to participate• Primary concern is cost to establish such a center• Provide for flexibility• Region would be responsible for ensuring all cities are served with quality service,etc.• Satellite structure – offsite services, provided in each local area• Use the continuum of care model seen in other housing networks12What are the absolute minimum tools and/or resources that you would need toget a regional system started?• Ability to track responses to marketing• Allocation versus competitive-based funding• An accountable entity• Approved curriculum – tailor to area/region (3)• “Bookmobile” – center on wheels• Branding (recognizable logo, etc) (2)• Buy-in from business community (3)• Certification/training opportunities (3)• Clarity on benefits of participation (2)• Consistent scheduling• Create regional marketing plan• Distance learning capabilities (2)• Ease of entry/exit into the market• Ensure that there is at least 1 provider per county• Funding for administration, increasing capacity, marketing, equipment, training (4)• Funding needs to be available statewide, and include participating jurisdictions• Good understanding of how homeownership affects community economicdevelopment• Grant writing assistance• Interpreters – sign language, other languages (3)• Intervention/education as early as high school• Local resources• Make coverage of area an incentive for funding – provide bonuses for un-servedareasIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XXXVII

• Marketing – a single identity, which could be either regional or statewide (6)o Lender & realtor marketing (2)o Local or toll-free numbers (2)o Printed materials (3)o Relationships with churches and other agencieso Statewide Internet resource for marketingo TV, radio, print ads• Meeting/office space, especially if staffed at regional level• Networking opportunities (4)o Ability to connect with local serviceso Identification of key players/who’s who of community-based organizations(2)o Shared list of all organizations providing homeownership services• Outcome-based funding relative to size, production• Partnerships with economic development organizations, banking/lending institutions(2)• Preference would be to bring services to clients, rather than the other way around(2)• Regional planning grant• Resolution on turf issues• Small, county-sized regions• Streamlined reporting system (2)• Technology: computers, PowerPoint, projector, technical assistance (2)• Transportation for clients and/or educators12Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XXXVIII

Appendix 13.Summer 2003 Network Meetings: Draft RecommendationsFindings & Recommendations1. Implement statewide standards for content and delivery of homeownershipeducation and counseling.A. Implement curriculum standards for homeownership education andcounseling. Programs around the state are using a variety of curricula to deliverinformation to prospective homebuyers. While there is strong agreement fromthe field that a set of standards for content and delivery of homeownershipeducation and counseling services would be appropriate and useful, we feel thatimposing a single mandatory curriculum on all providers would limit their capacityto tailor their programming to meet the specific needs of their clients and theirregions. Rather, we recommend that all curricula meet at least a minimumthreshold in terms of scope and scale of information. To this end, significantinput has been gathered from industry respondents as to the key curriculumcomponents that should be included in a comprehensive homeownershipeducation and counseling program. These components have been exhaustivelydiscussed, and have enjoyed substantial consensus, throughout the HomeECInitiative.131. Require a minimum number of hours of instruction. One significantelement of the implementation of these new standards would be therequirement that programs provide a minimum number of hours of instruction(about 8 hours). For some programs, this will represent a significant increasein the number of hours of instruction, and therefore, substantially increasedcosts. This may include staff time and overhead, and also the potential foradditional costs to ensure accessibility for participants (child care,transportation, etc).B. Implement certification standards for homeownership counselors andagencies. Homebuyer educators and counselors should be required to achieveand maintain some form of generally recognized individual certification in theirfield. Additionally, agencies should be required to demonstrate organizationalcapacity to adequately deliver services. Such certification should be renewed ona periodic basis and should require continuing education for renewal.2. Understand the value of alternative outcomes. Funders should take into accountthat agencies spend considerable time and money providing education andcounseling services to individuals who ultimately choose not to purchase homes.While homeownership is widely viewed as a key element of the “American dream,”the simple fact is that homeownership is not right for everyone at every time. GivenIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XXXIX

Indiana’s mounting rate of foreclosure, it seems more critical now than ever thateach prospective homebuyer makes the right choice for themselves and theirfamilies. For some households, homeownership may not be the most sensible orfeasible option. Funders who are interested in outcome-based results should have aclear understanding that an individual who makes an informed decision not to buy ahome can represent as much of a success as one who does achievehomeownership. The financial education and other counseling services that theseindividuals receive from homebuyer education agencies is itself a valuable service,and one that should continue to be funded at an appropriate level.3. Open the door to post-purchase counseling. While pre-purchase counseling is avaluable tool to help homebuyers make wise decisions throughout the purchaseprocess, practitioners have indicated that post-purchase counseling is perhaps evenmore critical to helping families not only attain homeownership, but maintainhomeownership over the long term. The challenge, however, lies in 1) covering thecost of post-purchase counseling and 2) getting clients to return after their homepurchase for additional counseling sessions. Funders could assist in this process by:A. Requiring post-purchase counseling in order for prospective homebuyers toqualify for low-rate loan products, downpayment assistance programs, and otherspecialized services.13B. Facilitating and/or incentivizing improved communications betweenlenders and homeownership education providers, so that educators canintervene with clients as soon as a problem occurs, rather than waiting until theclient approaches them (often, this does not occur until the client has receivednotice of foreclosure, when it may be too late to avoid the foreclosure process).Organizations who actually hold the loan for their clients have had substantialsuccess in averting potential default/foreclosure situations, simply because theyare aware early on if the client begins to experience difficulty making payments.4. Develop mechanisms to support and sustain interaction, communication, andcooperation among homeownership education and counseling providers andother stakeholders. The concept of a regional network system, which wasdiscussed at length throughout the HomeEC Initiative, sparked strong reactions, withsupporters on both sides of the issue. Generally speaking, from region to region, theresponse varied greatly; within regions, however, there was relative consensus. Thediversity of opinions among regions indicates that any changes to Indiana’shomebuyer education system should allow the opportunity for a similar diversity ofsolutions to the regional-network question.A. Incentivize networks, rather than mandating them. Rather than a mandatory,highly formalized regional network system, we recommend first implementing anoptional, bona fide connection of services among providers, in a regional area tobe determined by the providers, by an oversight body, or both. Regionalcommittees made up of homebuyer education providers would drive and/orIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XL

monitor regional activity. Each committee would fall somewhere on the spectrumbetween a loose coalition and a governing body, depending on the setup thateach region chooses. The goal is to create, at least at some minimum level, aconnection between service providers.1. General guidance and technical assistance could be provided to agencieswishing to start up a network in their area.2. This connection of services could be incentivized on the IHFA HOMEInvestment Partnerships grant application, providing points to those providerswho are participating in the network in their area. Participants in a networkcould also receive access to additional services, such as marketing materials,communications tools, etc.3. In order for this strategy to be successful, however, these networks mustrepresent a bona fide relationship between providers, not merely a superficialor “on-paper” connection. Networks and their individual participants shouldbe required to demonstrate the breadth and depth of their cooperation inorder to receive incentives or other compensation.134. In addition, this network could include a forum for connections betweenservice providers and other stakeholders, such as real estate and lendingprofessionals, government officials, etc.5. Promote access to services by incentivizing coverage of underserved areas.Organizations or regional collaboratives willing to extend their services into unservedor underserved areas could be awarded additional points on funding applications.6. Remove physical, linguistic, operational, and logistical barriers to providingservice.A. Centralize some services in order to increase efficiency and helppractitioners avoid reinventing the wheel. Some possibilities might include:1. Marketing materials—A statewide marketing campaign with readilyidentifiable logos and design for signage, brochures, and other materials thatwould allow a participating organization to identify itself as part of theHomeEC system and could be personalized for each service provider. TheIndiana Department of Commerce has produced similar materials for thestate’s IDA program. These materials could be produced in quantity anddistributed centrally.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XLI

2. Communications tools, including:(a) A statewide 800 number that consumers could call to be connected to acertified homebuyer education provider in their area(b) Public service announcements for radio and TV to publicize the 800number and services(c) A statewide Web site containing both consumer and practitionerinformation3. Technology—A viable distance-learning system could be replicated andutilized by practitioners and homebuyers across the state, especially in ruralareas.4. Resources for working with people with disabilities—Meeting the specialneeds of people with disabilities may require access to resources that manyprograms may have difficulty locating. For instance, most homeownershipeducation curricula are not available in alternative formats (such as Braille oraudio). Homebuyer education providers may not have readily availableaccess to sign language interpretation, or know where to find it. Counselorsmay not have specific experience in working with specialized loan programsand other services for people with disabilities. A centralized database ofresources, training opportunities, and the like, well-marketed tohomeownership education and counseling providers, would be a valuableinformation tool to help agencies build their capacity to serve people withdisabilities more efficiently.13B. Make available the appropriate level of resources to allow homeownershipeducation and counseling providers to do their job adequately.1. Many programs simply do not have the necessary funding to provide the fullrange of services necessary for high-quality, fully accessible homeownershipeducation programming. The simple fact is that homeownership educationand counseling is not inexpensive.Neighborhood Reinvestment Corporation estimates that it costs, on average,$75,000 to $100,000 per year to run a quality homeownership education andcounseling program. This includes staff time, materials, and overhead. Italso includes the critical accessibility components that may on the surfaceappear trivial, but which can make the crucial difference between whether aclient is able to access the information or not. These components includechild care for class sessions, refreshments for class sessions, transportation(whether for instructors or for clients) and so on.A statewide commitment to the increased standards of quality andaccessibility will likely mean that many programs will require additionalfunding. To expect programs to implement substantial new policies,Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XLII

procedures, and services with the same level of funding is to set them up forfailure, and may cause them to choose to exit the market altogether.• The special and diverse requirements of numerous clients mean thatprograms must expend more resources to meet those needs.The burgeoning Latino population has caused a significant increase indemand for Spanish-language materials and for interpretation andtranslation services. While many Spanish-language curricula are nowwidely available, they do programs little good if there is no Spanishspeakinginstructor available to teach them. Therefore, many programsare struggling to serve Spanish-speaking clients. Generally speaking, theproblem is 1) that there may be no Spanish-speaking instructors in thearea, and/or 2) that the program does not have funds to hire such aninstructor. One potential solution might be to implement a “traveling”instructor system, whereby one or two Spanish-speaking educators couldserve multiple programs in a region on a rotating basis.As noted above, programs may need to expend additional resources inorder to meet the needs of people with disabilities. While some of thesecosts may be reduced through the creation of a centralized informationresource that programs could access, as discussed above, other costs(such as additional staff time, transportation, etc) are absorbed by theagency.13‣ Create an evaluation and tracking system that can help monitor long-termoutcomes. On both the programmatic and the statewide level, there is a needfor such an evaluation and tracking tool. While some programs have createdtheir own internal tracking systems or use existing software such as HomeCounselor Online, others are not utilizing such systems. This individual-leveltracking, if required, could then become part of a larger statewide evaluation ofthe effectiveness of Indiana’s homeownership education and counseling system,both before and after any changes resulting from the implementation of therecommendations made by the HomeEC Initiative.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XLIII

Appendix 14.Summary of Participant Responses from Summer 2003 Network MeetingsSummary of Notes from HomeEC Network MeetingsSummer 2003 SeriesComments on draft recommendations circulated at the meetings• Recommendation 1: Implement statewide standards for content and deliveryof homeownership education and counseling.o Alternative formats are importanto Beware of video “counseling”o Counselors need to have knowledge of available funding programso Ensure consistency of certification; make all prospective counselors passthe same testo Ensure that agencies have resources to deliver serviceso Ensure that guest speakers are qualified/unbiasedo “Face time” is important—even with distance learningo Financial education/credit counseling is a critical componento Incentivize attendance• Meet clients’ basic needs (child care, food, etc) for the class• Involve lenders and realtors where possibleo Incorporate pre- and post-testingo Lenders will need to be cautious about discrimination in terms of whichclients they choose to provide with information about homeownershipeducation and counseling opportunitieso Some clients really want to learn at a slower pace; programs shouldaccommodate this where possibleo Standards should be in place for both classroom-style homeownershipeducation and one-on-one counselingo There is a need for “values education”o Where possible, mesh these standards with existing programrequirements for homebuyer educationo With regard to the 8-hour minimum for instruction:• May be a challenge for clients on a short time frame, but still isvaluable• Challenge of clients’ schedules can make 8-hour minimuminstruction difficult• Flexible scheduling is key• Should allow for flexibility for clients with prior experience• How the requirements are presented to clients can have asignificant impact on how clients view those requirements• Should be seen as a minimum, not a maximum number of hours14Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XLIV

• Groups should have flexibility to break up the 8 hours into smallersegments• Groups should have flexibility to spend the 8 hours in eitherclassroom or one-on-one settings, or both• Should clients be permitted to “test out” or skip sections with whichthey are already familiar?• Consider “condensed” or “refresher” structure for theseclients• Recommendation 2: Understand the value of alternative outcomes.o Create a system for determining and measuring the value of alternativeoutcomeso Funding for alternative outcomes will require a major shift in perspectiveand policy for funders (particularly the federal government)o Particularly true given the many hours of assistance that some clientsrequireo Personal finance education is particularly valuable.o Track participants who do not purchase homes to see what outcomesoccur14• Recommendation 3: Open the door to post-purchase counseling.o Create incentives for attendees:• Door prizes• Work with Lowe’s, Home Depot, etc on a statewide basis to gettheir support—they could provide gift cards, other prizes, hands-oninstruction, etc.o Don’t call it “post-purchase counseling”—call it something more enticing toboth funders and homeownerso Effective post-purchase counseling should involve not only the housingcounseling agency, but also other community groups that haverelationships with the homebuyer (e.g. churches, schools, employers, etc).All can play a role in supporting homebuyers to maintain homeownership.o Feasibility of increased lender/counselor relationships may be a challenge,especially given the frequency with which loans are sold on the secondarymarket and serviced out-of-stateo Feasibility of increased lender/counselor relationships may be a challenge,especially given the frequency with which loans are sold on the secondarymarket and serviced out-of-stateo Formalize post-purchase counseling scheduleo Housing counselors must be prepared for continued involvement with thehomebuyer over the long term.o Identify incentives for post-purchase counseling, such as “freebies” orlenders waiving feeso If post-purchase counseling is required, what are ramifications if clientsare no-shows?Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XLV

o Include post-purchase counseling as a requirement in policies forsubordinating loanso Increased lender/counselor relationships may present legal complexitieso Lender involvement in post-purchase can play a useful role (partneringwith housing counselors, implementing consumer-friendly policies, etc).o Lenders, realtors, and other community members can all play a role insupporting homebuyers to maintain homeownership.o Need to consider HUD’s policies on payback of HOME dollars in the eventof sale/foreclosureo Require post-purchase counseling for all clientso Require post-purchase counseling if any delinquency occurso Require post-purchase counseling in the lien agreement; clients notattending post-purchase must repay any downpayment assistanceo Require post-purchase counseling under all circumstances• Recommendation 4: Develop mechanisms to support and sustain interaction,communication, and cooperation among homeownership education andcounseling providers and other stakeholders; incentivize networks, rather thanmandating them.o A neutral agency should administer any network that is set up—shouldthis be a new agency or an existing one?o Areas that have existing networks already in place may have anadvantage with regard to the availability of additional points on fundingapplicationso Consider “Work One” model—a centralized, “Homeownership One” setupo Consider basing networks on a functional structure instead of ageographic oneo Consider Continuum of Care modelo Consider the lender requirements of the Federal Home Loan Banko Create a set of guidelines to define the concept of a “region”: Is a regionone county? Multiple counties? A city?o Define regions so that all counties are included, none excludedo Demonstrate the potential for measurable benefit to client beforeimplementing network systemo Don’t make too many ruleso Don’t mandate the location of regional network boundarieso Encourage growth and it will develop naturallyo Funders may find regional system appealing for reasons of simplicity infundingo Funders may find regional system appealing for reasons of simplicity infundingo How should we define and document the concept of a “bona fide”network?o How would we document “bona fide” collaboration in an efficient andunburdensome way?14Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XLVI

o Incentivizing networks of providers by providing extra points on fundingapplications may result in a de facto mandatory system, whereby housingcounseling agencies cannot be competitive if they do not participate in thenetworko Include riverboats as stakeholders in Northwest Indiana’s homeownershipfieldo Let network participants define their own regionso Make incentives for participation low-keyo Measurement of “bona fide” collaboration: meeting attendance?o Need to be able to identify areas of service need throughout the stateo Need to clarify how participating jurisdictions and First Home fit into thepictureo Need to track outcomeso Networks can help coordinate services/reduce costso Opportunity for support/partnerships between smaller and larger counties;in smaller counties, lending opportunities may be fewero Possibility for political/power struggleso Possibility of “Pac-Man” effect—larger agencies consume smaller oneso Promote networks by highlighting the benefits of participationo Require lender participation in networkso Set specific goals for networks to achieveo Underserved areas aren’t familiar with homebuyer counselingagencies/services—could pose a barrier to entering these markets• Local stakeholders may perceive housing counselors ascompetitiono Utilize existing networks14• Recommendation 5: Remove physical, linguistic, operational, and logisticalbarriers to providing service. Centralize some services in order to increaseefficiency and help practitioners avoid reinventing the wheel. Make availablethe appropriate level of resources to allow homeownership education andcounseling providers to do their job adequately.o Create a database of resources for available Spanish-language resources.o Create a grant pool specifically for pre-purchase, pre-downpaymentcounselingo Create a set of basic presentation tools for housing counselors to use (i.e.PowerPoint)o Create a web site with links to funding resourceso Gather specific funding data from practitioners to determine extent of needo Homebuyer education is needed at all income levels—not just forhouseholds of low incomeo Increased administrative funding from IHFA will decrease the amount ofprogram funding available, thereby decreasing the number of peopleservedIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XLVII

o Increased administrative funding from IHFA will decrease the amount ofprogram funding available, thereby decreasing the number of peopleservedo Make marketing materials customizable for each organizationo Multilingual instructors need to be not only bilingual, but also biculturalo Spanish-language materials need to be of high quality; programs shouldconfirm before useo There is a need for numerous language services for clients (interpretation,etc)• Recommendation 6: Create an evaluation and tracking system that can helpmonitor long-term outcomes.o Counseling management software is a useful toolo Need to track all outcomes, not just those ending in homeownershipo Neighborhood Reinvestment and Fannie Mae both have existing trackingsoftwareo We need a way to evaluate/measure the success of our efforts14Indiana’s Homeownership Education & Counseling System (HomeEc) Report — XLVIII

Appendix 15.Recommendations: Homeownership Education Curriculum StandardsHomeownership Education& Counseling Initiative324 W. Morris Street, Suite 104Indianapolis, IN 46225P: (317) 423-1070 F: (317) 423-1075www.iaced.orgHomeownership Education Programs:Key ElementsHomeownership education programs are geared toward those who arecomparatively close to being ready for home purchase, and who do not requirein-depth, one-on-one counseling. Often set up in a classroom/group format, thehomeownership education program focuses primarily on the processes ofselecting a home, qualifying for a mortgage, closing, and post-purchase issues.While it usually addresses the topics of money management and credit, thehomeownership education program is not designed for intensive creditcounseling or basic life skills training.15Programmatic Requirements• Homeownership education curriculum which incorporates the “basicelements” in at least the recommended minimum amount of hours• Adequate funding and staffing to provide services• Counselors have the appropriate skill set and background• Ability to provide one-on-one counseling as needed, or ability to refer theclient to a partnering counseling service• Access to affordable training for staff• Accessibilityo Flexible scheduling for classes, such as weekends and eveningso Printed materials translated into Spanish and/or other languagesspoken in the area; interpreter available if trainer does not speakthe language in questiono Physical accessibility of facilities and other accessibility elements(Braille materials, audio tapes, interpreters for the deaf, etc) forpeople with disabilitieso Centrally located facility, easy to get to via public transportationIndiana’s Homeownership Education & Counseling System (HomeEc) Report — XLIX

o Available transportation for circumstances where there is no otheroptiono Ability to provide food if program takes place during mealtime, or islonger than three hourso Ability to provide child careo Accommodations for clients with low reading skills• Clients should have the opportunity to evaluate the program and educator• Code of ethics or other safeguards for outside speakers (real estateprofessionals, lenders, etc) to ensure that no one company’s products orservices are being promotedHomeownership Educator Skill SetRequired• Knowledge of and experience with the home purchaseprocess• Knowledge of and experience with lending/mortgageproducts• Knowledge of and experience with basic homemaintenance• Certification/training in relevant areas, from an approvedcertification program• Familiarity with other common post-purchase issues• Background in training, facilitation and/or culturalsensitivity• Strong interpersonal skills• Ability to counsel without bias15Desired• Foreign language skills• Education background• Financial and/or real estate background• Familiarity with local social service networks• Personal experience with the home purchase processIndiana’s Homeownership Education & Counseling System (HomeEc) Report — L

Basic Elements of a Homeownership Education CurriculumIn this scenario, a basic homeownership education curriculum would entail 5primary topics, totaling a minimum of 8 hours of class time.1. Getting Started & Financial AssessmentGoal: Client determines whether homeownership is right for them, and whatsteps they will need to take to begin preparing for the purchase process.May include:• Advantages & disadvantages of homeownership• The role of long-term budgeting and saving• Possible barriers to approval, especially creditworthiness• How much the client can afford to spend• Programs for low- and moderate-income buyers and first-timebuyers• Homeownership is not always the right choice for everyone• Client self-assessmentGoal: Client gets a sense of where they are financially, what they need to doto be mortgage-ready, and understands basic budgeting.May include:• Setting short- and long-range goals• Development of spending and saving plans• Tracking income and expenses• How to read a credit report• Information on credit reporting agencies• Strategies for building or rebuilding credit152. Selecting a HomeGoal: Client decides what kind of home they need, want, and can afford, andbegins to explore options.May include:• Research and evaluation of neighborhoods they are interested in• Advantages and disadvantages of different types of housing• Creation of “wish lists”—needs vs. wants• Choosing a realtor• Understanding MLS lists• House-hunting resources• Comparison shopping and record-keeping• Information about fair housing practices• Universal design and accessibility options• Environmental disclosures• Negotiating the purchase• Submitting the offerIndiana’s Homeownership Education & Counseling System (HomeEc) Report — LI

Goal: Client knows what to watch for in an inspection.May include:• Different types of inspections• Difference between inspection and appraisal• Why an inspection is important• Finding an inspector• Checklist of inspection items• Understanding the home inspection report• Environmental issues to investigate3. Financing a HomeGoal: Client understands what a mortgage is and how it works, what to lookfor in a mortgage, why it is important to “shop around”, how to qualify, andhow much to borrow.May include:• Types of lenders (banks, mortgage brokers, etc)• Types of products, including land contracts and programs for low- tomoderate-income buyers• Pre-qualification• Loan application process and paperwork• Calculating debt ratios and loan payments• Comparing loan terms and “shopping” for financing• Calculating costs related to obtaining a loan, down payment, and closing• Understanding fees• How escrow works15Goal: Client has an understanding of predatory lending and other abusivepractices.May include:• Ensuring a fair appraisal• Fair housing practices• “Red flags” for predatory lending• Rent-to-own and “buy here pay here” vs. conventional mortgages• Ensuring that fees are legitimate• Common pre- and post-purchase predatory lending practicesGoal: Client understands how their loan works, steps to maintain financialstability, and how to avoid foreclosure.May include:• Understanding the terms of the loan (payment due date, amortization, etc)• Where and when to seek help if difficulties arise• Budgeting review• Creating an emergency fund• Refinancing and prepaying mortgages• The role of reverse mortgagesIndiana’s Homeownership Education & Counseling System (HomeEc) Report — LII

4. Preparing for the Closing ProcessGoal: Client knows what to expect at closing, including familiarity with formsand documentsMay include:• Moving checklist• Final walk-through• Costs of closing on a loan• Closing documents (HUD-1, Truth in Lending, title insurance, mortgage,mortgage note, deed, homeowners’ insurance, etc)Goal: Client understands their home insurance needs.May include:• Homeowners’ insurance• Flood insurance• Personal life insurance• Redlining• Credit life insurance5. Life As a HomeownerGoal: Client understands basic home maintenance and repair needs.May include:• Property taxes and exemptions• What homeowners’ insurance will cover• Basic household tools, supplies, and safety items• How-to of basic maintenance and repairs• Seasonal home maintenance• Budgeting for maintenance and repairs• Hiring contractors• Energy efficiency• “Good neighbor” guidelines• Handling emergencies• Keeping records15Goal: Client understands how their loan works, steps to maintain financialstability, and how to avoid foreclosure.May include:• Financial management• Common post-purchase predatory lending practices• Where and when to seek help if difficulties ariseThis document was produced in whole or in part with the assistance of IHFA through federal funds madeavailable by IHFA under the National Affordable Housing Act of 1990, as amended, using HOME InvestmentPartnerships Program funds allocated by HUD.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LIII

Appendix 16.Recommendations: Homeownership Counseling Curriculum StandardsHomeownership Education& Counseling Initiative324 W. Morris Street, Suite 104Indianapolis, IN 46225P: (317) 423-1070 F: (317) 423-1075www.iaced.orgHomeownership Counseling Programs:Key ElementsHomeownership counseling programs are geared toward those who havebarriers toward homeownership and who require more intensive assistance inorder to stabilize their situation and become mortgage-ready. This may oftenentail intensive money management training, credit counseling and repair, and/orreferrals to other social service agencies for additional support. Counselingoften, but not always, takes place in a one-on-one setting.While it may briefly address the home purchase process, homeownershipcounseling (a.k.a. “long-term”) is generally a precursor to the broaderhomeownership education program (a.k.a. “short-term”), which occurs once aclient is closer to being ready to purchase the home. Homeownership counselingis also crucial for post-purchase support of homeowners, particularly in terms offoreclosure avoidance. Clients who complete a homeownership educationcourse may end up returning for more intensive counseling after their homepurchase.16Programmatic Requirements• Programs should be prepared to offer all areas of counseling every client,while recognizing that some clients will not require counseling in everyarea, while others will need extensive counseling in some or all areas.• Adequate funding and staffing to provide services• Counselors have the appropriate skill set and background• Referral agreements with social service agencies• Accessibility of services for clients:o Flexible scheduling for classes, such as weekends and eveningso Published, regular schedule of classeso Printed materials translated into Spanish and/or other languagesspoken in the area; interpreter available if trainer does not speakthe language in questionIndiana’s Homeownership Education & Counseling System (HomeEc) Report — LIV

o Physical accessibility of facilities and other accessibility elements(Braille materials, audio tapes, interpreters for the deaf, etc) forpeople with disabilitieso Counseling facility:• Centrally located• Easy to get to via public transportation• Reasonable distance from clients servedo Available transportation for circumstances where there is no otheroptiono Ability to provide food if program takes place during mealtime, or islonger than three hourso Ability to provide child careo Emphasis on “plain-English” vocabulary, and avoidance of overlytechnical terminology or jargono Accommodations for clients with low reading skills• Ability to provide long-term follow-up for clientsHomeownership Counselor Skill SetRequired16• Experience in providing financial literacy• Experience in providing credit counseling• Certification/training in relevant areas, from an approvedcertification program• Familiarity with local social service networks• Strong interpersonal skills, especially the ability to motivateothers toward a goalDesired• Foreign language skills• Social work background• Knowledge of and experience with the home purchaseprocess• Knowledge of and experience with lending/mortgageproductsIndiana’s Homeownership Education & Counseling System (HomeEc) Report — LV

Basic Elements of a Homeownership Counseling CurriculumThe time frame for homeownership counseling is much more strongly dictated bythe individual needs of the client than in homeownership education. Counselingprograms tend to be far more personalized to each client, and generally takeplace over a longer period of time than a general pre-purchase training program.For some clients, a minimum of time in each area will suffice; for others, manyhours in one or more topic areas will be needed.1. AssessmentGoal: Counselor and client gain a clear sense of the client’s situation andneedsMay include:• Referrals to other agencies for additional services• Participation agreements describing what clients and counselingagencies will each commit to• Explanation of housing counseling process—how it differs fromeducation, and how long the process will likely take• Development and ongoing evaluation of action plan for clientGoal: Client is aware of his/her financial situation and any barriers tohomeownership.Goal: Client makes informed decision as to whether to pursue homepurchase.May include:• Advantages & disadvantages of homeownership• Possible barriers to approval, especially creditworthiness• Get a sense of how much the client can afford to spend (debt-toincomeratio)• Discuss pre-approval and pre-qualification processes162. Financial ManagementGoal: Client has a budget and financial plan and understands theimportance of saving.May include:• Setting short- and long-term priorities• Tracking income and expenses• How to trim expenses• Basic banking skills• Financial problem-solving and planning for emergencies• Debt reorganization & repayment planning, including pros and consof using credit counseling repayment programs• Discuss income-generating strategies: EITC, etcIndiana’s Homeownership Education & Counseling System (HomeEc) Report — LVI

3. Credit and Credit RepairGoal: Client understands their credit reports and how credit works; has arepayment plan for existing debt and a development plan for building newcredit.May include:• Definition of credit and credit scoring• Information on procuring credit reports• Review of client’s actual credit report• Communicating with creditors and credit agencies• Debt reorganization & repayment planning, including pros and consof using credit counseling repayment programs• Developing traditional and alternative credit lines• Information on sources of legal assistance4. Case Management & Life SkillsGoal: Client meets regularly with homeownership counselor to assessprogress and has access to other services (employment training,education, social services) that will increase stability, improve quality oflife, and help them make informed life choices.May include:• Referrals to other agencies for additional services• Development and ongoing evaluation of action plan for client• Self-esteem training• Role-playing/potential life scenarios165. Post-PurchaseGoal: Homeowners who are at risk for foreclosure will retain theirhomes.May include:• Where and when to seek help if difficulties arise• Rights & responsibilities of the borrower and the lender• Negotiating a payment plan with a lender• “Red flags” for predatory lending• Budgeting for home maintenance and repair• Creating an emergency fund• Loss mitigation strategiesThis document was produced in whole or in part with the assistance of IHFA through federal funds madeavailable by IHFA under the National Affordable Housing Act of 1990, as amended, using HOME InvestmentPartnerships Program funds allocated by HUD.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LVII

Appendix 17.Curriculum Scoring MechanismHomeEC InitiativeHomeownership Education Curriculum EvaluationTitle of Curriculum: ________________________________________________________Reviewed By: ____________________________________________________________1. Getting Started & Financial Assessment (1.5 - 3 hours)Goal 1: Clients determine whether homeownership is right for them, and what steps they willneed to take to begin preparing for the purchase process.TopicsAdvantages &disadvantages ofhomeownershipThe role of long-termbudgeting and savingPossible barriers toapproval, especiallycreditworthinessHow much the clientcan afford to spendPrograms for low- andmoderate-incomebuyers and first-timebuyersHomeownership is notalways the right choicefor everyoneNotCovered(0 points)LimitedCoverage(1 point)AcceptableCoverage(2 points)OutstandingCoverage(3 points)17OverallTOTAL /21Comments:Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LVIII

Getting Started & Financial Assessment (cont.)Goal 2: Clients get a sense of where they are financially, what they need to do to be mortgageready,and an understanding of basic budgeting.TopicsSetting short- andlong-range goalsDevelopment ofspending and savingplansTracking income andexpensesHow to read a creditreportInformation on creditreporting agenciesStrategies for buildingor rebuilding creditNotCovered(0 points)LimitedCoverage(1 point)AcceptableCoverage(2 points)OutstandingCoverage(3 points)OverallTOTAL /21Comments:17Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LIX

2. Selecting a Home (1.5 - 3 hours)Goal 1: Clients determine what kind of home they need, want, and can afford, and begin toexplore options.TopicsResearch andevaluation ofneighborhoods theyare interested inAdvantages anddisadvantages ofdifferent types ofhousingCreation of “wishlists”—needs vs.wantsNotCovered(0 points)LimitedCoverage(1 point)AcceptableCoverage(2 points)OutstandingCoverage(3 points)Choosing a realtorUnderstanding MLSlistsHouse-huntingresourcesComparison shoppingand record-keepingInformation about fairhousing practicesEnvironmentaldisclosuresNegotiating thepurchase17Submitting the offerOverallTOTAL /36Comments:Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LX

Selecting a Home (cont.)Goal 2: Clients know what to watch for in an inspection.TopicsDifference betweeninspection andappraisalWhy an inspection isimportantNotCovered(0 points)LimitedCoverage(1 point)AcceptableCoverage(2 points)OutstandingCoverage(3 points)Finding an inspectorChecklist of inspectionitemsUnderstanding thehome inspectionreportEnvironmental issuesto investigateOverallTOTAL /21Comments:17Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXI

3. Financing a Home (2.5 - 4 hours)Goal 1: Clients understand what a mortgage is and how it works, what to look for in a mortgage,why it is important to “shop around”, how to qualify, and how much to borrow.TopicsNotCovered(0 points)LimitedCoverage(1 point)AcceptableCoverage(2 points)OutstandingCoverage(3 points)Types of lendersTypes of products,including programs forlow- to moderateincomebuyersPre-qualificationLoan applicationprocess andpaperworkCalculating debt ratiosand loan paymentsComparing loan termsand “shopping” forfinancingCalculating costsrelated to obtaining aloan, down payment,and closing17Understanding feesOverallTOTAL /27Comments:Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXII

Financing a Home (cont.)Goal 2: Clients have an understanding of predatory lending and other abusive practices.TopicsEnsuring a fairappraisalNotCovered(0 points)LimitedCoverage(1 point)AcceptableCoverage(2 points)OutstandingCoverage(3 points)Fair housing practices“Red flags” forpredatory lendingRent-to-own, sellerfinanced,and “buyhere pay here” vs.conventionalmortgagesEnsuring that fees arelegitimateCommon postpurchasepredatorylending practicesOverallTOTAL /2117Comments:Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXIII

Financing a Home (cont.)Goal 3: Clients understand how their loan works, steps to maintain financial stability, and how toavoid foreclosure.TopicsUnderstanding theterms of the loan(payment due date,loan amortization, etc)Where and when toseek help if difficultiesariseNotCovered(0 points)LimitedCoverage(1 point)AcceptableCoverage(2 points)OutstandingCoverage(3 points)Budgeting reviewCreating anemergency fundRefinancing andprepaying mortgagesThe role of reversemortgagesOverallTOTAL /2117Comments:Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXIV

4. Preparing for the Closing Process (1 – 2 hours)Goal 1: Clients know what to expect at closing, including familiarity with forms and documentsTopicsNotCovered(0 points)LimitedCoverage(1 point)AcceptableCoverage(2 points)OutstandingCoverage(3 points)Moving checklistFinal walk-throughCosts of closing on aloanClosing documents(HUD-1, Truth inLending, titleinsurance, mortgage,mortgage note, deed,homeowners’insurance, etc)OverallTOTAL /15Comments:17Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXV

Preparing for the Closing Process (cont.)Goal 2: Clients understand their home insurance needs.TopicsHomeowners’insuranceNotCovered(0 points)LimitedCoverage(1 point)AcceptableCoverage(2 points)OutstandingCoverage(3 points)RedliningCredit life insuranceOverallTOTAL /12Comments:17Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXVI

Life As a Homeowner (1 - 2 hours)Goal 1: Client understands basic home maintenance and repair needs.TopicsWhat homeowners’insurance will coverBasic householdtools, supplies, andsafety itemsHow-to of basicmaintenance andrepairsSeasonal homemaintenanceBudgeting formaintenance andrepairsNotCovered(0 points)LimitedCoverage(1 point)AcceptableCoverage(2 points)OutstandingCoverage(3 points)Hiring contractorsEnergy efficiency“Good neighbor”guidelines17Handling emergenciesKeeping recordsOverallTOTAL /33Comments:Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXVII

Life As a Homeowner (cont.)Goal 2: Review (may be open to public)TopicsFinancialmanagementCommon postpurchasepredatorylending practicesWhere and when toseek help if difficultiesariseNotCovered(0 points)LimitedCoverage(1 point)AcceptableCoverage(2 points)OutstandingCoverage(3 points)OverallTOTAL /12Comments:17Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXVIII

6. Accessibility of MaterialsTopicsNotCovered(0 points)LimitedCoverage(1 point)AcceptableCoverage(2 points)OutstandingCoverage(3 points)Glossary of termsEase of ReadingOrganization ofMaterial CoveredAvailability in otherlanguages and/orformats (Braille,audio, etc)OverallTOTAL /12Comments:17Overall Score: ____________ of a possible 252Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXIX

Appendix 18.Recommended Homeownership Education Curricula - EnglishTITLE SOURCE CONTACT INFORMATIONBuying a Home: A Guide for First-Time Home BuyersKeys to Home OwnershipLive the Dream: Own a HomeCity of Bloomington –Housing andNeighborhoodDevelopmentNational Foundationfor Credit CounselingIHFA, Cinergy/PSI,SIRDP401 N Morton Street, Ste 130Bloomington, IN 47404Phone: (812) 349-3420hand@bloomington.in.govNFCC Publications CenterP.O. Box 753Waldorf, MD 20604-0753.Phone: (301) 576-2520Fax: (301) 843-0159Order form available at www.nfcc.org.Curriculum will be available in Braille andelectronically in Arabic as of January2005.Southern Indiana Rural DevelopmentProject, Inc.2901 N. Walnut StreetBloomington, IN 47404Phone: (800) 816-0019Fax: (812) 331-1285sirdp@s-d-g.comwww.sirdp.usStudent manual available for download atwww.sirdp.us/pubs/livdream.pdfASSOCIATEDCOST/FEESReimbursement forcost of reprintingworkbook - $25.00eachMinimum purchase:box of 25 workbooksfor $62.50 ($75.00 forfor-profits).Pricing will vary forBraille and electronicversions.FreeIndiana’s Homeownership Education & Counseling System (HomeEc) Report — LXX18

Appendix 18.Recommended Homeownership Education Curricula - EnglishTITLE SOURCE CONTACT INFORMATIONMake Your Move…A Guide toHomeownershipRealizing the American DreamAmerican Center forCredit EducationNeighborhoodReinvestmentCorporation111 St. Joseph StreetRapid City, SD 57701Phone: (605) 348-3104, ext. 111Fax: (605) 348-0107Paul@CreditWhenCreditIsDue.comwww.acceproducts.com1325 G St. NW, Suite 800Washington, DC 20005-3100Phone: (202) 220-2300Fax: (202) 376-2600www.nw.orgASSOCIATEDCOST/FEESMinimum purchase:box of 30 workbooksfor $150 ($75 foragencies also using“Credit Where CreditIs Due” workbook).Instructors’ guide - $15eachStudent guide - $10eachIndiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXI18

Appendix 19.Recommended Homeownership Education Curricula - SpanishTITLE SOURCE CONTACT INFORMATIONCómo Hacer Realidad el SueñoAmericano(Realizing the American Dream)Claves Para Ser Propietario(Keys to Home Ownership)NeighborhoodReinvestmentCorporationNational Foundationfor Credit Counseling1325 G St. NWSuite 800Washington, DC 20005-3100Phone: (202) 220-2300Fax: (202) 376-2600www.nw.orgNFCC Publications CenterP.O. Box 753Waldorf, MD 20604-0753.Phone: (301) 576-2520Fax: (301) 843-0159Order form available at www.nfcc.org.Curriculum will be available in Braille andelectronically in Arabic as of January2005.ASSOCIATEDCOST/FEESInstructors’ guide - $15eachStudent guide - $10eachMinimum purchase:box of 25 workbooksfor $62.50 ($75.00 forfor-profits).Pricing will vary forBraille and electronicversions.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXII19

Appendix 20.Resource Library CatalogueIACED HomeEC Initiative - Resource LibraryLibraryNumber Title Author/Publisher Year Publication Info QuantityLanguagesAvailable1 100 Questions and Answers About Buying A New Home HUD June 2001 HUD-1741-H (English) 12Achieving Homeownership - A Resource for HousingEducators and Counselors Fannie Mae 2000 HI24U02/00 23 Affordable Gold - Income and Property Eligibility Freddie Mac 2000 Publication # 295 14 Borrowing Basics - What You Don't Know Can Hurt You Fannie Mae 2001 FMFC09604/01 25 Buying a Home - A Guide for First-time Home BuyersBloomington Housingand NeighborhoodDevelopment 2003 26 Choosing The Mortgage That's Right Fannie Mae 3 Spanish (1)7Consumer Guide to Fannie Mae's Community LendingMortgages - Affordable Loans to Meet Your Home-BuyingNeeds Fannie Mae 2000 LM123C0100 18 Credit Where Credit Is Due Paul Strassels 2002 ISBN 0-9661710-0-4 19 Desktop Home Counselor - Student Workbook Vr. 2.2 Fannie Mae January 2001 HI254L02/00 110Directory of Home-Buyer Resources In The ChicagoMetropolitan Area Fannie Mae 1999 FMFC077 111 Discover Gold Through Homeownership Education Freddie Mac Publication # 20512 First Home Program - IHFA IHFA 1999 113 Foreclosure Prevention Fannie Mae 1997 CT073L01 114 GE Capital Mortgage Insurance Home Study GuideGE Capital MortgageInsurance 1 Spanish15GE's Community Home Buyer's Program Video AssistedClassroomGE Capital MortgageInsurance 116 Get A Running Start on Good Credit Freddie Mac 2000 Publication # 287 217 Guide To Home Ownership, A Fannie Mae 1996 LMO4OC11/96 118Helping Families Build Assets: Nonprofit HomeownershipProgramsThe EnterpriseFoundation 1996 ISBN 0-942901-99-1 1Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXIII20

19 Home Buyer EducationAtlantaNeighborhoodDevelopmentPartnership 120 Home Buyer's GuideMortgage GuarantyInsuranceCorporation 1997 #71-41086 121 Home of Your Own Guide, A Fannie Mae 1998 LM133C09/98 122Home of Your Own Guide, A - A Resource for HousingEducators and Counselors to Assist People withDisabilities Fannie Mae 2000 H1313L11/00 1North Carolina23 Home Ownership: The American DreamBankers Association 124 Homebuyer Education Learning Program Guide FHA 125 Homebuyer Education Methods: Train the TrainerNeighborhoodReinvestmentCorporation 2003 2Neighborhood26Homebuyer Education Methods: Training the Trainer -Compact DisksReinvestmentCorporation 2003 427 Homeownership Workshop Administrator's Guide Fannie Mae 1994 LM066L10/94 128 Housing Counseling In Rural America29 How To Buy A Home In The United States - Student Book30How To Buy A Home In The United States - Teacher'sGuide31 How To Buy Your Own Home - Students32 How To Buy Your Own Home - Teacher's Guide33 Keys To Home OwnershipHousing AssistanceCouncil 1997 ISBN 1-58064-003-6 1Fannie MaeFoundation 1996 FMF C01204/96 4Fannie MaeFoundation 1996 FMF C01304/96 1Fannie MaeFoundation 1998 FMF C04702/98 3Fannie MaeFoundation 1998 FMF C04705/98 2National Foundationfor Credit Counseling2001 134 Knowing and Understanding Your CreditFannie MaeFoundation 820Chinese,Korean,Vietnamese,SpanishIndiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXIV

35 Layman's Guide To Major Federal Housing Programs36Lender's Guide To Fannie Mae's Community LendingProducts37 Life As A Homeowner38 Live The Dream; Own A Home39Maintaining Homeownership: A Resource for HousingEducators and CounselorsFannie MaeFoundation 2000 CA060U10/00 1Fannie MaeFoundation 2000 LM08105/00 1Fannie MaeFoundation 1Indiana HousingFinance Authority 2000 6Fannie MaeFoundation 1999 H1241U12/9940 Make Your Move… A Guide To Home Ownership41 National Immigration Forum42American Center ForCredit Education HB # 2061Fannie MaeFoundation 16New Neighbors: Opening Your Doors to the HispanicCommunity- Tennessee 1998 FMFC05243Opening Doors: A Housing Publication for the DisabledCommunity44 Opening The Door To A Home of Your OwnTechnical AssistanceColaborative 2001 1Fannie MaeFoundation 1995 LM022C05/95 645 Pre-Home Education Course RMIC MM-0025 246 Pre-Home Education Course Instructor Course RMIC MM-0025A 247 Reaching The Immigrant Market48 Realizing The American Dream, Instructors' VersionFannie MaeFoundation 2001 FMFC118 1NeighborhoodReinvestmentCorporation 1998 249 Road To Homeownership, The United Guaranty 1997 UGS20.3S01 250 Road To Homeownership, The - Instructor's Manual United Guaranty 1997 UGS20.3S01 151 Tele Education Program MGIC 1999 71-41143 152 Homechoice Mortgage Underwriting Handbook, The53National Home Ownership Strategy, The: Partners In TheAmerican DreamFannie MaeFoundation 2000 H1314L11/00 120Vietnamese,Korean,SpanishSpanish,EnglishSpanish,EnglishSpanish,EnglishSpanish,EnglishUS Department ofHousing 1995 2Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXV

54Training Certification Notebook - National Association ofHousing Counselors and Agencies, National Fed. OfHousing Counselors55 Yes You Can - Own A Home56 Yes You Can - Own A Home, Instructor's Manual57 Homebuyer Education & Counseling: A Start-Up Guide5859Winning Strategies: Best Practices in the Work of Home-Ownership PromotionCómo Hacer Realidad el Sueño Americano, Instructors'Version60 Maintaining the Home61 Energy Management in the Home62 Inspecting the HomeKentucky HousingCorporation 1999 1Kentucky HousingCorporation 1999 1NeighborhoodReinvestmentCorporation 1999 1NeighborhoodReinvestmentCorporation 2002 1NeighborhoodReinvestmentCorporation 1999 2 SpanishBuilding ResearchCouncil 1995 A1.5 1Building ResearchCouncil 1994 C1.5 1Building ResearchCouncil 2002 A1.1 163 The Homebuyers Club: A Group Leader's ManualNeighborhoodReinvestmentCorporation 1990 1Includes someworksheets/forms inSpanishIndiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXVI20

Appendix 21.Sample Release Form for LendersA HUD APPROVED HOUSING COUNSELING AGENCYRELEASE AUTHORIZATIONI hereby authorize staff of Affordable Housing Corporation, a HUD Approved Housing Counseling Agency, to discussinformation regarding my mortgage with my lenders.DATE: __________________________RE:LENDER:____________________________________LOAN NUMBER: ___________________________________________________________________Signature of Counseling Beneficiary21____________________________________Printed Name____________________________________Social Security Number____________________________________Signature of Housing CounselorIndiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXVII

Appendix 22.OrganizationSummary of Responses to Train-the-Trainer Outcome Survey for May 2003 TrainingIn what specific ways has this training In the past 12 months, how In the past 12 months, how Additional commentsassisted your organization in providing many individuals have you many individuals have youhomeownership education and counseling provided with HEC provided with HECservices in the past 12 months?services who have services who have madepurchased a home? an informed decision notto purchase a home?AdministrativeResourcesAssociationThis was a very informative training. However,we were not in a position to actually dohomeownership education and counseling atthe time of training, nor have we begun anyprogram as of yet.N/A N/AAffordableHousingCorporationWithout the training we would only have onequalified home ownership counselor on staff. Asa result of the training, we have 3 qualifiedhome ownership counselors. AHC could notafford to send our counselors out of state andpay expensive fees. This was affordable andNRC quality.Area IV Agency It was a useful refresher with some new ideasfor unusual, fun activities. However, since I wasin the unusual situation of doing the counselingone on one, I tailor made it for our clients.18 200 people receivedcounseling, 20-50 decidednot to purchase, 150-180working towards mortgagereadinessFive families…..actually None, formally, I have doneseven adults and ten children superficial over-the-phoneoverall.counseling with credit reportsfor them—and usually endedup sending them to CCCS toclean up their credit etc.While the training had somevery good parts, I feel like itwas overkill. This may bebecause of my backgroundand experience. I would liketo see it “reviewed” andcondensed or abbreviatedsomewhat.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXVIII22

Appendix 22.OrganizationArea V AgencyBank OneCAFÉSummary of Responses to Train-the-Trainer Outcome Survey for May 2003 TrainingIn what specific ways has this training In the past 12 months, how In the past 12 months, how Additional commentsassisted your organization in providing many individuals have you many individuals have youhomeownership education and counseling provided with HEC provided with HECservices in the past 12 months?services who have services who have madepurchased a home? an informed decision notto purchase a home?The training has been invaluable in providinguseful training guidelines for homeownership.The budgeting and credit component isextremely beneficial in preparing individuals forhomeownership by providing suggestions andparameters to reach their short or long termgoal of buying a home.I am certified by Neighborhood Reinvestment,which is the sponsoring body of one of the nonprofitsin my area. This makes me acceptablefor substituting at any of their trainings. I havetaught at least 10 classes, over the last year,and hope to teach more this year. This traininghas added value to my volunteering for theorganizations that provide training.The skills gained from the home owner trainingprogram have not been used to its fullestcapacity here at this organization. I have beenable to use information to pass along to clientswho are interested in buying a home but wehave not been able to provide classes at thistime. We are hoping there will be a possibilityof providing homeownership classes in thefuture as we recruit new funding. It is awonderful tool to provide clients as they expressinterest in buying a home. Having theknowledge on the process makes me a bettercounselor.1 family purchased a homeand 2 families lowered theprincipal on their homes.I do not keep those statistics. N/AMy clients are working toestablish their credit andbudgets. I have not had aclient purchase a home yet.My clientele is primarilysingle parent mothers whoare under 30% of the medianincome.3 families believed that theywere not ready forhomeownership at present.I found the class to be veryhelpful and enjoyed meetingall the other people statewidewho teach. Eachorganization had a slightlydifferent viewpoint andtherefore a slightly differentfocus.I have provided home The training was veryownership information toapproximately five clientswho have decided to work ontheir credit and budgetsbefore buying a home.beneficial to me and the FarEastside community. As werecruit new funding sourceswe are hoping to incorporateclasses as a resource/tool tobetter equip residents inpurchasing a home.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXIX22

Appendix 22.OrganizationCAP of WesternIndianaCity ofBloomingtonHANDFederal HomeLoan BankFSSASummary of Responses to Train-the-Trainer Outcome Survey for May 2003 TrainingIn what specific ways has this training In the past 12 months, how In the past 12 months, how Additional commentsassisted your organization in providing many individuals have you many individuals have youhomeownership education and counseling provided with HEC provided with HECservices in the past 12 months?services who have services who have madepurchased a home? an informed decision notto purchase a home?We have not been able to put this in place as ofthe date of this inquiry. We are planning to doso in the very near future.Provided excellent ideas to incorporate into ourexisting homeownership training andcounseling. Added a game into our Budgetnight. Developed a marketing plan andmethods to track past clients. Provided us witha PowerPoint presentation that we modified forour Budget night.None None12. Another 6 are less than90 days mortgage readyand/or are looking for ahouse now. 10 are 90+ daysmortgage ready and arefixing credit.Has better enabled us to understand the N/A - we don't actually do the N/Avolume of training needed for Indianatraininghomebuyers and many of the challenges facedby our trainers. By better understanding thetraining, we are better able to determine viabilityof programs--strengths and weaknesses.As a state agency administering the Housing We have assisted one familyChoice Voucher Program, we are in the process in buying a home. We haveof helping eligible voucher holders to use their acted as advocate andsubsidy for homeownership. The training I advisor in finding a lendingreceived has helped to make prospective institution, a realtor, and aparticipants be more aware of pitfalls of housing counselor.obtaining loans, the responsibilities that goalong with owning a home.22 New FHA zero downpayment loans and HUDAmerican DreamDownpayment Assistancewill require homebuyereducation, but HUD FY 2005budget earmarks zero moneyfor housing counselinggrants.NoneThe training was excellent!Thank you for continuing toprovide such opportunities.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXX22

Appendix 22.OrganizationSummary of Responses to Train-the-Trainer Outcome Survey for May 2003 TrainingIn what specific ways has this training In the past 12 months, how In the past 12 months, how Additional commentsassisted your organization in providing many individuals have you many individuals have youhomeownership education and counseling provided with HEC provided with HECservices in the past 12 months?services who have services who have madepurchased a home? an informed decision notto purchase a home?Habitat forHumanityWe didn’t have in place a regular group training– we did one-on-one training. I was able toprovide the one-on-one counseling to threeHabitat families using the skills I developedthrough the train-the-trainer workshop.Hoosier Uplands Hoosier Uplands has not begun ahomeownership program. Hoosier Uplands is aHUD-certified mortgage default center. As amortgage default counselor, the homeownership training benefited me in helping myclients understand the refinancing orforeclosure process.HousingAssistanceOfficeThe Homebuyer Education Methods: Trainingthe Trainers course in 2003 was the BESTtraining I have been to in 17 years of my careerin housing. Our organization (HAO) is not usingthe program as yet but we intend to do so withinthe next year. We have contracted with PurdueExtension for classes on the budgeting for ourfirst-time homebuyers.3 1 family, who decided to waituntil they got things more incontrol.In the past twelve months Ihave counseled 11 familiesin the mortgage defaultprogram, assisting 4 inkeeping their homes.N/AThe training was very good.It would be an asset toanyone who uses it, even ona one-on-one basis, which isparticularly helpful in Habitat,where it can be hard to getenough people to form agroup class.Please continue providingme with additional traininginformation.None None This program will eventuallybe incorporated into our firsttimehomebuyer program.The lack of money in ourbudget has prevented usfrom hiring an additional staffperson.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXXI22

Appendix 22.OrganizationHousingOpportunities,Inc.INHPSummary of Responses to Train-the-Trainer Outcome Survey for May 2003 TrainingIn what specific ways has this training In the past 12 months, how In the past 12 months, how Additional commentsassisted your organization in providing many individuals have you many individuals have youhomeownership education and counseling provided with HEC provided with HECservices in the past 12 months?services who have services who have madepurchased a home? an informed decision notto purchase a home?The materials that were developed at thetraining were incorporated into the first-timehome buying training that HousingOpportunities, Inc. does every three months. Inaddition, many of the tools have been utilizedwith other trainings that are done on a monthlybasis.27 since July 1. Another sixare scheduled in the next twomonths.By providing a knowledge of consistency inhomeownership education and counselingservices; by providing a professionalism toassist individuals reach the goal ofhomeownership; by addressing the issues thataffect the reasons for pre-purchase counseling,post-purchasing counseling, and predatorylending; by providing a diversity of knowledgefrom all the individuals that attended the trainingfrom all over the State of Indiana; by providingexcellent training facilitators veryknowledgeable in different perspectivesregarding homeownership; by providingexcellent resources to obtain additionalinformation in support of a growing need in thecommunity…which has given me theopportunity to be better prepared as I continueto work with individuals seekinghomeownership.21 69 The training was wonderful.The information was veryuseful not only forhomebuyer education butany other trainingorganizations do. Most ofthe training was about theadult learning process.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXXII22

Appendix 22.OrganizationOhio ValleyOpportunitiesSummary of Responses to Train-the-Trainer Outcome Survey for May 2003 TrainingIn what specific ways has this training In the past 12 months, how In the past 12 months, how Additional commentsassisted your organization in providing many individuals have you many individuals have youhomeownership education and counseling provided with HEC provided with HECservices in the past 12 months?services who have services who have madepurchased a home? an informed decision notto purchase a home?The individual that attended this training left ourorganization in October, so this question isdifficult to answer. Our organization wasawarded the fourth HOP/DPA grant from IHFAin January of 2004 and has had a system inplace for counseling and education forindividuals going through the down paymentassistance program since 1998. When the nexttraining is offered, we are interested in sendingtwo individuals to the training. Of course,obtaining the certification is important, but alsogaining and adding to our experience andknowledge to improve our HOC/DPA program isthe number one goal so that we can betterserve the clients.28 31 The number of individualsthat have not purchased ahouse that have hadeducation and counselingservices can be broken downinto three areas: 1) some arestill working through theprocess to achieve this goal,2) the majority have beendenied credit because ofcredit issues that need to beaddressed and repaired, and3) some have inadequateincome and can’t afford tobuy a home.Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXXIII22

Appendix 23.Catalogue of Model FormsItem # Title Purpose Source1Sample Release Form forLenders2 "Before Closing" Worksheet3Down Payment AssistanceApplicationUsed to obtain information from lenderswith regard to counselees’ mortgagepaymentsChecklist to ensure that housingcounselors/affordable housing providershave all necessary documentation forclosing, and that homebuyers havereceived all necessary informationApplication form for down paymentassistance. Includes rights andresponsibilities.Affordable HousingCorporationHousingOpportunities, Inc.HousingOpportunities, Inc.4 Home Buyer Education Test5 Letter for Mortgage Company6 Participant Evaluation78Porter County HomebuyersInformationPre-purchase CounselingEligibility Checklist andCounseling Referral9 So You Found a HomePre- and post-test for homeownershipeducation participants.Form letter to lender detailing the termsof the client's home purchase andconfirming completion of homebuyereducation.Feedback form for clients completinghomeownership education course.Information sheet with local resources,including contact information for utilitiesand information on homeowners'exemptions.Cover sheet detailing eligibilityrequirements and services needed forprospective homebuyersCover letter detailing requirements forreceiving down payment assistanceHousingOpportunities, Inc.HousingOpportunities, Inc.HousingOpportunities, Inc.HousingOpportunities, Inc.Habitat forHumanityHousingOpportunities, Inc.23Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXXIV

Appendix 24.Roles and Responsibilities in Proposed Regional Network StructuresREGIONAL ROUNDTABLEThis structure, the least formal of the regional network solutions, would resemble the existing Continuum of Caremodel and the Individual Development Account model being used by the Department of Commerce.Participating organizations-including not only homeownership education and counseling providers, but alsolenders, real estate professionals, and funders-would meet on at least a quarterly basis. These Roundtableswould serve as a forum to identify challenges and opportunities, develop partnerships, and coordinate services.The Roundtable would be chaired by one or more of its members, elected by the entirety of the Roundtablemembership. The Chair(s) would be responsible only for convening meetings, managing the agenda, and otheroperational duties as needed; Chair(s) would not have any authority over the individual members of theRoundtable, or over the activities of the region as a whole.ResponsibilityRoleConvene meetingsChair(s)Create and distribute minutesChair(s)Designate subcommittees as neededChair(s)Maintain contact listsChair(s)Manage agendaChair(s)Manage election of Chair(s)Chair(s)Manage meeting logisticsChair(s)Provide information to members for reporting tofunders on bona fide collaborative activitiesChair(s)REGIONAL COUNCILThis model would take the Regional Roundtable a step further. It would involve the creation of a RegionalCouncil, composed of equal representation from each participating organization. The Council, which wouldserve as a central entity for the region, would drive and monitor regional activity, determine regional policies, andmake internal funding decisions. In the Regional Council format, the Council would manage the oversight andadministration of services.While a Regional Council could, if it wished, apply as a region for funding and then disburse these funds toparticipating entities within the region, funding would not necessarily occur on a regional basis unless theRegional Council agreed on such an approach. If regional funding applications were not submitted, individualprograms could continue to negotiate directly with funders for their own contracts and grants.A Regional Council could choose to hire and dedicate a staff person(s) to conduct the administration andmanagement of regional activity. The personnel costs for this staff person would be borne by the Councilmembers, proportionally shared according to budget.ResponsibilityRoleApply for regional funding (optional)Chair(s), officers, or staffConvene meetingsChair(s) or staffCreate and distribute minutesChair(s), officers, staff, or other Council designateDesignate subcommittees as neededChair(s)Disburse regional funding to participating entities(optional)Chair(s), officers, or staffRegional Council, cont.Distribute materials (e.g. curricula)Chair(s), officers, staff, or other Council designateHire and manage staffer (optional)Chair(s)24Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXXV

Maintain contact listsManage shared expensesManage agendaManage election of Chair(s)Manage meeting logisticsMonitor regional activityProvide information to members for reporting tofunders on bona fide collaborative activitiesSet regional policiesChair(s), officers, staff, or other Council designateChair(s), officers, staff, or other Council designateChair(s)Chair(s)Chair(s), officers, staff, or other Council designateChair(s), officers, staff, or other Council designateChair(s), officers, staff, or other Council designateAll Council membersLEAD AGENCY MODELIn this scenario, a single lead agency would take the reins of management and oversight of the homeownershipeducation and counseling system in a given region. The lead nonprofit in each region would serve as agoverning body, and coordinate funding, training, and service delivery. This agency would apply for funding ona regional basis and serve as the primary point of contact for funders, customers, and the like. In turn, the leadagency would subcontract, via an RFP process, with other participating agencies in the region to deliverservices. This approach should include a substantial collaborative component. It might best be described as anextension of the Regional Council model, with the distinction that the single lead agency would serve as thefiscal agent on behalf of the Council, and would shoulder the responsibility for ensuring that regional funding isappropriately utilized and that services throughout the region are measuring up to the state’s quality standards.ResponsibilityApply for regional fundingConvene meetingsCoordinate service deliveryCreate and distribute minutesDesignate subcommittees as neededDisburse regional funding to participating entitiesDistribute materials (e.g. curricula)Ensure that services comply with state qualitystandardsHire and manage staffer (optional)Maintain contact listsManage agendaManage meeting logisticsMonitor funding utilizationMonitor regional activityReport to fundersSet regional policiesSubcontract with other agencies to deliver servicesRoleLead agency, with consultation from partner agenciesLead agencyLead agencyLead agencyCouncil chair(s)Lead agencyLead agencyLead agencyLead agencyLead agencyCouncil chair(s)Lead agencyLead agencyLead agencyLead agencyLead agency, with consultation from partner agenciesLead agency24Indiana’s Homeownership Education & Counseling System (HomeEc) Report — LXXXVI

COUNTYFORE-CLOSUREFILINGRATEGSEMARKETAppendix 25. County-by-County Data and Categorizations (Alpha Order)(MSA counties are in italics)FIRST HOMEMARKETUSDA 502MARKETUSDAGRHMARKETFHAMARKETDEMANDDEMANDINDEXSUPPLYFTECERTIFIEDFTESUPPLYGAPSUPPLYINDEXQUAD-RANTQUAR-TILECOMBINEDINDEXADAMS 1.42 6.23 2.66 2.12 0.16 1.44 14.02 97.77 7.82 3 4.82 160.52 2 E 258.29ALLEN 2.90 5.86 3.74 0.32 0.01 3.66 16.50 115.04 105.95 10 95.95 3198.28 1 D 3313.32BARTHOLOMEW 2.03 6.23 1.19 0.16 0.13 2.74 12.48 87.00 20.19 4 16.19 539.58 2 D 626.58BENTON 2.58 3.81 2.58 0.32 0.23 2.06 11.58 80.73 2.74 3 -0.26 -8.77 4 I 71.96BLACKFORD 4.36 2.30 0.57 2.96 0.86 2.67 13.73 95.75 2.40 4 -1.6 -53.29 4 F 42.46BOONE 2.35 6.79 4.52 0.79 0.55 6.42 21.41 149.33 8.34 8 0.34 11.35 3 B 160.68BROWN 3.43 6.93 1.03 0.00 0.26 0.84 12.49 87.12 2.68 4 -1.32 -43.96 4 F 43.16CARROLL 3.38 5.84 1.65 0.27 0.00 1.86 12.98 90.55 4.82 2 2.82 93.94 4 E 184.49CASS 2.84 3.07 1.00 0.00 0.00 1.87 8.79 61.29 12.76 4 8.76 292.06 2 H 353.35CLARK 3.41 7.94 5.97 0.17 0.06 3.28 20.83 145.27 34.05 10 24.05 801.69 1 A 946.96CLAY 3.61 5.06 4.96 0.00 0.12 1.13 14.86 103.66 5.66 1 4.66 155.25 1 E 258.91CLINTON 2.97 5.77 2.15 0.44 1.01 2.02 14.35 100.09 9.58 2 7.58 252.81 1 E 352.90CRAWFORD 5.28 6.37 6.33 0.00 1.27 2.31 21.55 150.28 1.71 1 0.71 23.62 3 B 173.90DAVIESS 2.86 4.65 0.23 1.65 0.11 0.92 10.43 72.72 5.66 1 4.66 155.21 2 H 227.93DE KALB 3.07 10.01 2.84 2.15 0.79 3.52 22.39 156.12 8.43 7 1.43 47.66 3 B 203.78DEARBORN 2.04 5.63 0.16 1.20 0.82 3.85 13.71 95.62 7.91 13 -5.09 -169.51 4 F -73.89DECATUR 2.35 3.88 1.27 0.14 1.43 2.10 11.17 77.89 7.99 2 5.99 199.6 2 H 277.49DELAWARE 2.95 3.70 0.31 0.09 0.15 1.62 8.83 61.54 34.67 4 30.67 1022.29 2 G 1083.83DUBOIS 1.19 9.20 0.00 0.47 2.97 1.07 14.89 103.84 9.44 4 5.44 181.45 1 E 285.29ELKHART 3.03 5.36 0.61 0.15 0.19 2.28 11.62 81.04 56.89 11 45.89 1529.64 2 G 1610.68FAYETTE 3.62 3.49 0.30 1.40 0.08 1.42 10.31 71.88 8.37 1 7.37 245.54 2 H 317.42FLOYD 1.81 7.45 5.07 0.05 0.06 2.31 16.75 116.83 21.75 7 14.75 491.56 1 D 608.39FOUNTAIN 2.84 3.97 1.67 1.82 0.76 1.87 12.92 90.10 4.20 4 0.2 6.74 4 F 96.84FRANKLIN 1.99 5.63 0.00 0.90 0.29 0.00 8.81 61.40 4.45 10 -5.55 -185.09 4 I -123.69FULTON 3.23 2.67 0.00 0.80 0.47 0.77 7.94 55.34 5.48 2 3.48 116.05 2 H 171.39GIBSON 2.26 7.38 0.37 0.37 0.74 1.92 13.03 90.87 6.90 5 1.9 63.25 4 E 154.12GRANT 3.79 3.35 0.29 1.54 0.06 2.11 11.14 77.70 20.12 6 14.12 470.8 2 G 548.50GREENE 3.15 4.96 0.35 1.85 1.59 0.85 12.76 88.95 3.89 3 0.89 29.67 4 E 118.62HAMILTON 1.57 13.70 2.41 0.04 0.04 11.48 29.25 203.97 32.55 9 23.55 785.1 1 A 989.07HANCOCK 2.22 12.87 5.71 1.19 0.24 13.14 35.37 246.66 8.21 8 0.21 7.06 3 C 253.72HARRISON 2.31 6.25 7.17 0.37 1.09 3.58 20.76 144.80 6.12 8 -1.88 -62.76 3 C 82.04HENDRICKS 2.28 7.72 6.66 0.08 0.41 7.85 25.01 174.39 23.58 7 16.58 552.63 1 A 727.02HENRY 4.04 5.45 0.67 1.31 0.44 2.74 14.65 102.16 11.68 4 7.68 256.09 1 E 358.25HOWARD 2.79 4.06 2.08 0.04 0.00 3.47 12.44 86.77 25.73 2 23.73 790.96 2 D 877.73HUNTINGTON 2.96 6.59 2.95 2.20 0.12 2.18 16.98 118.40 10.96 3 7.96 265.5 1 E 383.90JACKSON 2.87 6.98 6.09 0.55 0.65 3.37 20.52 143.13 12.76 6 6.76 225.28 1 B 368.41JASPER 3.05 11.81 0.36 0.83 0.00 3.71 19.76 137.78 7.20 3 4.2 139.96 1 B 277.74Report And Recommendations on the Statusof Indiana’s Homeownership Education & Counseling System— LXXV25

COUNTYFORE-CLOSUREFILINGRATEGSEMARKETFIRST HOMEMARKETUSDA 502MARKETUSDAGRHMARKETFHAMARKETDEMANDDEMANDINDEXSUPPLYFTECERTIFIEDFTESUPPLYGAPSUPPLYINDEXQUAD-RANTQUAR-TILECOMBINEDINDEXJAY 3.51 2.30 0.19 1.16 1.54 0.95 9.64 67.24 3.47 5 -1.53 -51 4 I 16.24JEFFERSON 2.14 3.25 3.19 4.53 1.41 0.56 15.08 105.14 8.48 12 -3.52 -117.44 3 F -12.30JENNINGS 2.56 8.21 1.43 12.34 0.31 0.85 25.69 179.17 6.45 5 1.45 48.25 3 B 227.42JOHNSON 2.73 4.87 5.70 0.00 1.48 9.00 23.78 165.85 23.13 3 20.13 670.98 1 A 836.83KNOX 2.84 7.55 0.62 0.00 0.00 0.84 11.85 82.67 10.25 3 7.25 241.8 2 H 324.47KOSCIUSKO 2.48 5.83 0.10 0.55 0.72 2.48 12.15 84.74 18.81 5 13.81 460.22 2 G 544.96LAGRANGE 2.36 5.54 0.20 0.31 0.20 1.73 10.33 72.02 6.63 4 2.63 87.59 4 H 159.61LAKE 2.98 6.73 1.46 0.05 0.00 2.86 14.08 98.18 141.91 14 127.91 4263.92 2 D 4362.10LAPORTE 2.91 4.86 0.29 0.18 0.00 3.43 11.67 81.40 28.48 9 19.48 649.28 2 G 730.68LAWRENCE 2.80 4.80 1.49 2.59 7.04 0.85 19.58 136.53 6.23 5 1.23 41.02 3 E 177.55MADISON 3.87 3.56 4.35 0.56 0.12 4.81 17.27 120.45 36.08 5 31.08 1036.16 1 D 1156.61MARION 4.59 3.35 2.50 0.00 0.00 4.20 14.63 102.05 414.71 15 399.71 13324 1 D 13426.05MARSHALL 1.92 3.62 0.28 0.29 0.39 1.12 7.63 53.18 11.28 5 6.28 209.41 2 H 262.59MARTIN 3.29 7.05 0.44 1.06 1.32 1.24 14.41 100.46 1.52 2 -0.48 -15.89 3 F 84.57MIAMI 3.11 5.22 1.68 0.00 0.00 2.25 12.25 85.45 9.35 1 8.35 278.39 2 E 363.84MONROE 1.61 3.36 0.21 0.42 0.13 0.75 6.48 45.21 32.39 5 27.39 913.19 2 G 958.40MONTGOMERY 3.49 1.64 5.37 0.58 0.06 3.29 14.42 100.54 11.58 4 7.58 252.83 1 E 353.37MORGAN 3.55 6.33 2.84 0.13 1.39 12.70 26.94 187.87 11.25 11 0.25 8.47 3 B 196.34NEWTON 2.76 8.10 0.39 1.06 0.00 0.00 12.31 85.85 3.35 3 0.35 11.83 4 E 97.68NOBLE 2.97 5.91 1.49 0.84 0.94 3.07 15.23 106.19 11.76 11 0.76 25.4 3 E 131.59OHIO 1.98 4.70 0.00 2.01 0.00 3.66 12.35 86.14 1.22 4 -2.78 -92.51 4 F -6.37ORANGE 7.16 4.64 1.91 2.58 2.78 0.54 19.62 136.80 4.13 2 2.13 70.91 3 B 207.71OWEN 4.52 2.81 1.00 0.48 0.60 4.44 13.85 96.58 3.49 4 -0.51 -17.14 4 F 79.44PARKE 2.92 1.49 6.57 2.88 0.30 1.44 15.59 108.75 2.24 2 0.24 7.84 3 F 116.59PERRY 2.10 5.64 1.78 0.72 4.15 0.29 14.69 102.42 2.20 4 -1.8 -59.85 3 F 42.57PIKE 3.68 4.44 0.34 1.05 4.10 2.75 16.36 114.09 1.98 1 0.98 32.74 3 E 146.83PORTER 1.72 7.66 1.16 0.26 0.00 2.65 13.45 93.77 27.94 9 18.94 631.46 2 D 725.23POSEY 2.06 8.81 0.38 0.61 0.38 1.42 13.68 95.37 5.06 4 1.06 35.44 4 E 130.81PULASKI 2.69 1.98 0.57 0.00 0.00 1.95 7.19 50.12 2.30 1 1.3 43.38 4 H 93.50PUTNAM 4.36 6.02 1.43 2.60 2.78 2.98 20.17 140.67 8.22 4 4.22 140.83 1 B 281.50RANDOLPH 3.73 5.75 0.45 1.56 0.45 1.66 13.60 94.86 4.45 2 2.45 81.57 4 E 176.43RIPLEY 2.13 4.75 0.32 2.46 1.37 1.63 12.64 88.17 6.12 15 -8.88 -296.03 4 F -207.86RUSH 4.23 4.96 2.18 0.61 0.60 2.24 14.82 103.37 3.35 2 1.35 45.13 3 E 148.50SCOTT 3.54 6.69 0.89 0.03 0.01 3.18 14.33 99.91 79.47 8 71.47 2382.5 2 D 2482.41SHELBY 3.93 5.19 4.39 3.97 1.80 1.24 20.52 143.10 3.44 7 -3.56 -118.63 3 C 24.47SPENCER 3.25 5.56 11.42 0.25 0.28 2.67 23.44 163.43 13.78 6 7.78 259.41 1 B 422.84ST JOSEPH 2.83 8.50 0.20 0.98 3.98 1.01 17.50 122.03 3.38 4 -0.62 -20.69 3 F 101.34STARKE 3.95 7.29 2.28 3.83 0.00 2.55 19.90 138.75 3.06 6 -2.94 -98.1 3 C 40.65STEUBEN 3.04 7.85 0.43 0.75 0.21 1.46 13.74 95.82 9.08 4 5.08 169.35 2 E 265.17Report And Recommendations on the Statusof Indiana’s Homeownership Education & Counseling System— LXXVI25

COUNTYFORE-CLOSUREFILINGRATEGSEMARKETFIRST HOMEMARKETUSDA 502MARKETUSDAGRHMARKETFHAMARKETDEMANDDEMANDINDEXSUPPLYFTECERTIFIEDFTESUPPLYGAPSUPPLYINDEXQUAD-RANTQUAR-TILECOMBINEDINDEXSULLIVAN 3.77 3.02 4.28 1.24 0.50 1.42 14.25 99.34 2.75 1 1.75 58.4 4 E 157.74SWITZERLAND 3.40 5.35 0.53 4.62 0.00 2.09 15.98 111.45 1.26 3 -1.74 -57.86 3 F 53.59TIPPECANOE 1.85 2.75 4.04 0.20 0.09 2.39 11.32 78.96 39.62 2 37.62 1253.88 2 G 1332.84TIPTON 2.16 4.91 1.12 0.00 0.22 2.52 10.93 76.22 2.90 2 0.9 30.08 4 H 106.30UNION 3.73 6.98 0.00 0.00 0.58 0.92 12.21 85.15 1.15 1 0.15 5.05 4 F 90.20VANDERBURGH 2.83 7.49 3.07 0.00 0.00 2.14 15.53 108.31 40.08 6 34.08 1135.91 1 D 1244.22VERMILLION 2.74 1.49 3.58 11.43 2.09 0.90 22.24 155.07 2.25 2 0.25 8.2 3 B 163.27VIGO 2.87 3.51 16.57 0.00 0.03 1.52 24.49 170.80 22.73 4 18.73 624.39 1 A 795.19WABASH 2.58 4.52 1.23 1.87 0.06 0.61 10.88 75.85 9.87 5 4.87 162.32 2 H 238.17WARREN 3.23 2.89 0.68 0.00 0.34 0.00 7.14 49.79 1.94 3 -1.06 -35.22 4 I 14.57WARRICK 1.72 11.14 1.22 1.54 0.41 3.58 19.60 136.67 7.96 5 2.96 98.74 3 B 235.41WASHINGTON 3.45 6.37 12.17 0.00 2.25 2.55 26.78 186.76 3.65 8 -4.35 -145.02 3 C 41.74WAYNE 2.85 5.12 7.45 0.11 0.08 2.58 18.19 126.88 15.40 2 13.4 446.65 1 D 573.53WELLS 1.57 9.62 3.26 1.89 0.21 1.54 18.10 126.19 6.04 3 3.04 101.26 1 E 227.45WHITE 2.91 3.14 1.39 0.41 0.00 3.06 10.91 76.10 7.87 2 5.87 195.58 2 H 271.68WHITLEY 2.08 11.94 4.39 4.25 0.96 2.69 26.31 183.48 6.04 4 2.04 68.1 3 B 251.58Report And Recommendations on the Statusof Indiana’s Homeownership Education & Counseling System— LXXVII25

Appendix 26. County-by-County Data and Categorizations (Priority Order)(MSA counties are in italics)COUNTYFORE-CLOSUREFILINGRATEGSEMARKETFIRST HOMEMARKETUSDA 502MARKETUSDAGRHMARKETFHAMARKETDEMANDDEMANDINDEXSUPPLYFTECERTIFIEDFTESUPPLYGAPSUPPLYINDEXQUAD-RANTQUAR-TILECOMBINEDINDEXCLARK 3.41 7.94 5.97 0.17 0.06 3.28 20.83 145.27 34.05 10 24.05 801.69 1 A 946.96HAMILTON 1.57 13.70 2.41 0.04 0.04 11.48 29.25 203.97 32.55 9 23.55 785.1 1 A 989.07HENDRICKS 2.28 7.72 6.66 0.08 0.41 7.85 25.01 174.39 23.58 7 16.58 552.63 1 A 727.02JOHNSON 2.73 4.87 5.70 0.00 1.48 9.00 23.78 165.85 23.13 3 20.13 670.98 1 A 836.83VIGO 2.87 3.51 16.57 0.00 0.03 1.52 24.49 170.80 22.73 4 18.73 624.39 1 A 795.19JACKSON 2.87 6.98 6.09 0.55 0.65 3.37 20.52 143.13 12.76 6 6.76 225.28 1 B 368.41JASPER 3.05 11.81 0.36 0.83 0.00 3.71 19.76 137.78 7.20 3 4.2 139.96 1 B 277.74PUTNAM 4.36 6.02 1.43 2.60 2.78 2.98 20.17 140.67 8.22 4 4.22 140.83 1 B 281.50SPENCER 3.25 5.56 11.42 0.25 0.28 2.67 23.44 163.43 13.78 6 7.78 259.41 1 B 422.84ALLEN 2.90 5.86 3.74 0.32 0.01 3.66 16.50 115.04 105.95 10 95.95 3198.28 1 D 3313.32FLOYD 1.81 7.45 5.07 0.05 0.06 2.31 16.75 116.83 21.75 7 14.75 491.56 1 D 608.39MADISON 3.87 3.56 4.35 0.56 0.12 4.81 17.27 120.45 36.08 5 31.08 1036.16 1 D 1156.61MARION 4.59 3.35 2.50 0.00 0.00 4.20 14.63 102.05 414.71 15 399.71 13324 1 D 13426.05VANDERBURGH 2.83 7.49 3.07 0.00 0.00 2.14 15.53 108.31 40.08 6 34.08 1135.91 1 D 1244.22WAYNE 2.85 5.12 7.45 0.11 0.08 2.58 18.19 126.88 15.40 2 13.4 446.65 1 D 573.53CLAY 3.61 5.06 4.96 0.00 0.12 1.13 14.86 103.66 5.66 1 4.66 155.25 1 E 258.91CLINTON 2.97 5.77 2.15 0.44 1.01 2.02 14.35 100.09 9.58 2 7.58 252.81 1 E 352.90DUBOIS 1.19 9.20 0.00 0.47 2.97 1.07 14.89 103.84 9.44 4 5.44 181.45 1 E 285.29HENRY 4.04 5.45 0.67 1.31 0.44 2.74 14.65 102.16 11.68 4 7.68 256.09 1 E 358.25HUNTINGTON 2.96 6.59 2.95 2.20 0.12 2.18 16.98 118.40 10.96 3 7.96 265.5 1 E 383.90MONTGOMERY 3.49 1.64 5.37 0.58 0.06 3.29 14.42 100.54 11.58 4 7.58 252.83 1 E 353.37WELLS 1.57 9.62 3.26 1.89 0.21 1.54 18.10 126.19 6.04 3 3.04 101.26 1 E 227.45BARTHOLOMEW 2.03 6.23 1.19 0.16 0.13 2.74 12.48 87.00 20.19 4 16.19 539.58 2 D 626.58HOWARD 2.79 4.06 2.08 0.04 0.00 3.47 12.44 86.77 25.73 2 23.73 790.96 2 D 877.73LAKE 2.98 6.73 1.46 0.05 0.00 2.86 14.08 98.18 141.91 14 127.91 4263.92 2 D 4362.10PORTER 1.72 7.66 1.16 0.26 0.00 2.65 13.45 93.77 27.94 9 18.94 631.46 2 D 725.23SCOTT 3.54 6.69 0.89 0.03 0.01 3.18 14.33 99.91 79.47 8 71.47 2382.5 2 D 2482.41ADAMS 1.42 6.23 2.66 2.12 0.16 1.44 14.02 97.77 7.82 3 4.82 160.52 2 E 258.29MIAMI 3.11 5.22 1.68 0.00 0.00 2.25 12.25 85.45 9.35 1 8.35 278.39 2 E 363.84STEUBEN 3.04 7.85 0.43 0.75 0.21 1.46 13.74 95.82 9.08 4 5.08 169.35 2 E 265.17DELAWARE 2.95 3.70 0.31 0.09 0.15 1.62 8.83 61.54 34.67 4 30.67 1022.29 2 G 1083.83ELKHART 3.03 5.36 0.61 0.15 0.19 2.28 11.62 81.04 56.89 11 45.89 1529.64 2 G 1610.68GRANT 3.79 3.35 0.29 1.54 0.06 2.11 11.14 77.70 20.12 6 14.12 470.8 2 G 548.50KOSCIUSKO 2.48 5.83 0.10 0.55 0.72 2.48 12.15 84.74 18.81 5 13.81 460.22 2 G 544.96LAPORTE 2.91 4.86 0.29 0.18 0.00 3.43 11.67 81.40 28.48 9 19.48 649.28 2 G 730.68MONROE 1.61 3.36 0.21 0.42 0.13 0.75 6.48 45.21 32.39 5 27.39 913.19 2 G 958.40TIPPECANOE 1.85 2.75 4.04 0.20 0.09 2.39 11.32 78.96 39.62 2 37.62 1253.88 2 G 1332.84Report And Recommendations on the Statusof Indiana’s Homeownership Education & Counseling System— LXXVIII26

COUNTYFORE-CLOSUREFILINGRATEGSEMARKETFIRST HOMEMARKETUSDA 502MARKETUSDAGRHMARKETFHAMARKETDEMANDDEMANDINDEXSUPPLYFTECERTIFIEDFTESUPPLYGAPSUPPLYINDEXQUAD-RANTQUAR-TILECOMBINEDINDEXCASS 2.84 3.07 1.00 0.00 0.00 1.87 8.79 61.29 12.76 4 8.76 292.06 2 H 353.35DAVIESS 2.86 4.65 0.23 1.65 0.11 0.92 10.43 72.72 5.66 1 4.66 155.21 2 H 227.93DECATUR 2.35 3.88 1.27 0.14 1.43 2.10 11.17 77.89 7.99 2 5.99 199.6 2 H 277.49FAYETTE 3.62 3.49 0.30 1.40 0.08 1.42 10.31 71.88 8.37 1 7.37 245.54 2 H 317.42FULTON 3.23 2.67 0.00 0.80 0.47 0.77 7.94 55.34 5.48 2 3.48 116.05 2 H 171.39KNOX 2.84 7.55 0.62 0.00 0.00 0.84 11.85 82.67 10.25 3 7.25 241.8 2 H 324.47MARSHALL 1.92 3.62 0.28 0.29 0.39 1.12 7.63 53.18 11.28 5 6.28 209.41 2 H 262.59WABASH 2.58 4.52 1.23 1.87 0.06 0.61 10.88 75.85 9.87 5 4.87 162.32 2 H 238.17WHITE 2.91 3.14 1.39 0.41 0.00 3.06 10.91 76.10 7.87 2 5.87 195.58 2 H 271.68BOONE 2.35 6.79 4.52 0.79 0.55 6.42 21.41 149.33 8.34 8 0.34 11.35 3 B 160.68CRAWFORD 5.28 6.37 6.33 0.00 1.27 2.31 21.55 150.28 1.71 1 0.71 23.62 3 B 173.90DE KALB 3.07 10.01 2.84 2.15 0.79 3.52 22.39 156.12 8.43 7 1.43 47.66 3 B 203.78JENNINGS 2.56 8.21 1.43 12.34 0.31 0.85 25.69 179.17 6.45 5 1.45 48.25 3 B 227.42MORGAN 3.55 6.33 2.84 0.13 1.39 12.70 26.94 187.87 11.25 11 0.25 8.47 3 B 196.34ORANGE 7.16 4.64 1.91 2.58 2.78 0.54 19.62 136.80 4.13 2 2.13 70.91 3 B 207.71VERMILLION 2.74 1.49 3.58 11.43 2.09 0.90 22.24 155.07 2.25 2 0.25 8.2 3 B 163.27WARRICK 1.72 11.14 1.22 1.54 0.41 3.58 19.60 136.67 7.96 5 2.96 98.74 3 B 235.41WHITLEY 2.08 11.94 4.39 4.25 0.96 2.69 26.31 183.48 6.04 4 2.04 68.1 3 B 251.58HANCOCK 2.22 12.87 5.71 1.19 0.24 13.14 35.37 246.66 8.21 8 0.21 7.06 3 C 253.72HARRISON 2.31 6.25 7.17 0.37 1.09 3.58 20.76 144.80 6.12 8 -1.88 -62.76 3 C 82.04SHELBY 3.93 5.19 4.39 3.97 1.80 1.24 20.52 143.10 3.44 7 -3.56 -118.63 3 C 24.47STARKE 3.95 7.29 2.28 3.83 0.00 2.55 19.90 138.75 3.06 6 -2.94 -98.1 3 C 40.65WASHINGTON 3.45 6.37 12.17 0.00 2.25 2.55 26.78 186.76 3.65 8 -4.35 -145.02 3 C 41.74LAWRENCE 2.80 4.80 1.49 2.59 7.04 0.85 19.58 136.53 6.23 5 1.23 41.02 3 E 177.55NOBLE 2.97 5.91 1.49 0.84 0.94 3.07 15.23 106.19 11.76 11 0.76 25.4 3 E 131.59PIKE 3.68 4.44 0.34 1.05 4.10 2.75 16.36 114.09 1.98 1 0.98 32.74 3 E 146.83RUSH 4.23 4.96 2.18 0.61 0.60 2.24 14.82 103.37 3.35 2 1.35 45.13 3 E 148.50JEFFERSON 2.14 3.25 3.19 4.53 1.41 0.56 15.08 105.14 8.48 12 -3.52 -117.44 3 F -12.30MARTIN 3.29 7.05 0.44 1.06 1.32 1.24 14.41 100.46 1.52 2 -0.48 -15.89 3 F 84.57PARKE 2.92 1.49 6.57 2.88 0.30 1.44 15.59 108.75 2.24 2 0.24 7.84 3 F 116.59PERRY 2.10 5.64 1.78 0.72 4.15 0.29 14.69 102.42 2.20 4 -1.8 -59.85 3 F 42.57ST JOSEPH 2.83 8.50 0.20 0.98 3.98 1.01 17.50 122.03 3.38 4 -0.62 -20.69 3 F 101.34SWITZERLAND 3.40 5.35 0.53 4.62 0.00 2.09 15.98 111.45 1.26 3 -1.74 -57.86 3 F 53.59CARROLL 3.38 5.84 1.65 0.27 0.00 1.86 12.98 90.55 4.82 2 2.82 93.94 4 E 184.49GIBSON 2.26 7.38 0.37 0.37 0.74 1.92 13.03 90.87 6.90 5 1.9 63.25 4 E 154.12GREENE 3.15 4.96 0.35 1.85 1.59 0.85 12.76 88.95 3.89 3 0.89 29.67 4 E 118.62NEWTON 2.76 8.10 0.39 1.06 0.00 0.00 12.31 85.85 3.35 3 0.35 11.83 4 E 97.68POSEY 2.06 8.81 0.38 0.61 0.38 1.42 13.68 95.37 5.06 4 1.06 35.44 4 E 130.81RANDOLPH 3.73 5.75 0.45 1.56 0.45 1.66 13.60 94.86 4.45 2 2.45 81.57 4 E 176.43SULLIVAN 3.77 3.02 4.28 1.24 0.50 1.42 14.25 99.34 2.75 1 1.75 58.4 4 E 157.74Report And Recommendations on the Statusof Indiana’s Homeownership Education & Counseling System— LXXIX26

COUNTYFORE-CLOSUREFILINGRATEGSEMARKETFIRST HOMEMARKETUSDA 502MARKETUSDAGRHMARKETFHAMARKETDEMANDDEMANDINDEXSUPPLYFTECERTIFIEDFTESUPPLYGAPSUPPLYINDEXQUAD-RANTQUAR-TILECOMBINEDINDEXBLACKFORD 4.36 2.30 0.57 2.96 0.86 2.67 13.73 95.75 2.40 4 -1.6 -53.29 4 F 42.46BROWN 3.43 6.93 1.03 0.00 0.26 0.84 12.49 87.12 2.68 4 -1.32 -43.96 4 F 43.16DEARBORN 2.04 5.63 0.16 1.20 0.82 3.85 13.71 95.62 7.91 13 -5.09 -169.51 4 F -73.89FOUNTAIN 2.84 3.97 1.67 1.82 0.76 1.87 12.92 90.10 4.20 4 0.2 6.74 4 F 96.84OHIO 1.98 4.70 0.00 2.01 0.00 3.66 12.35 86.14 1.22 4 -2.78 -92.51 4 F -6.37OWEN 4.52 2.81 1.00 0.48 0.60 4.44 13.85 96.58 3.49 4 -0.51 -17.14 4 F 79.44RIPLEY 2.13 4.75 0.32 2.46 1.37 1.63 12.64 88.17 6.12 15 -8.88 -296.03 4 F -207.86UNION 3.73 6.98 0.00 0.00 0.58 0.92 12.21 85.15 1.15 1 0.15 5.05 4 F 90.20LAGRANGE 2.36 5.54 0.20 0.31 0.20 1.73 10.33 72.02 6.63 4 2.63 87.59 4 H 159.61PULASKI 2.69 1.98 0.57 0.00 0.00 1.95 7.19 50.12 2.30 1 1.3 43.38 4 H 93.50TIPTON 2.16 4.91 1.12 0.00 0.22 2.52 10.93 76.22 2.90 2 0.9 30.08 4 H 106.30BENTON 2.58 3.81 2.58 0.32 0.23 2.06 11.58 80.73 2.74 3 -0.26 -8.77 4 I 71.96FRANKLIN 1.99 5.63 0.00 0.90 0.29 0.00 8.81 61.40 4.45 10 -5.55 -185.09 4 I -123.69JAY 3.51 2.30 0.19 1.16 1.54 0.95 9.64 67.24 3.47 5 -1.53 -51 4 I 16.24WARREN 3.23 2.89 0.68 0.00 0.34 0.00 7.14 49.79 1.94 3 -1.06 -35.22 4 I 14.57Report And Recommendations on the Statusof Indiana’s Homeownership Education & Counseling System— LXXX26

Appendix 27.Graphical Representation of County Categorizations2Median1CBA75thpercentileFEDMedian25thpercentile4IHG325thpercentile75thpercentile27Report And Recommendations on the Statusof Indiana’s Homeownership Education & Counseling System— LXXV

CountyAppendix 28.Hispanic Population Growth and Homeownership Rates In Indiana, By County, 1990 – 2000% Change inHispanicPopulation,1990 - 2000*Rank in %Change*1990 TotalOwner-OccupiedHispanicHouseholds**1990 TotalHispanicHouseholds**1990 HispanicHomeownershipRate2000 Owner-OccupiedHispanicHouseholds**2000 TotalHispanicHouseholds**2000 HispanicHomeownershipRateChange inHispanicHomeownershipRate, 1990 to2000Adams 38.00% 82 144 217 66.359% 219 314 69.745% 3.386%Allen 138.40% 40 945 1680 56.250% 1832 3704 49.460% -6.790%Bartholomew 267.40% 17 85 119 71.429% 142 400 35.500% -35.929%Benton 126.90% 43 19 24 79.167% 41 54 75.926% -3.241%Blackford -7.80% 90 11 17 64.706% 23 31 74.194% 9.488%Boone 113.60% 51 48 81 59.259% 81 137 59.124% -0.135%Brown 39.40% 81 25 30 83.333% 27 31 87.097% 3.763%Carroll 388.40% 9 18 31 58.065% 43 144 29.861% -28.203%Cass 1163.00% 1 34 55 61.818% 157 651 24.117% -37.701%Clark 221.30% 24 90 168 53.571% 151 494 30.567% -23.005%Clay 134.80% 41 14 20 70.000% 29 37 78.378% 8.378%Clinton 447.00% 7 61 108 56.481% 195 572 34.091% -22.391%Crawford 525.00% 5 4 4 100.000% 16 23 69.565% -30.435%Daviess 620.90% 4 13 25 52.000% 42 136 30.882% -21.118%Dearborn 112.80% 52 25 35 71.429% 35 68 51.471% -19.958%Decatur 43.50% 79 16 27 59.259% 11 27 40.741% -18.519%De Kalb 110.60% 53 53 76 69.737% 103 162 63.580% -6.157%Delaware 52.90% 75 124 245 50.612% 162 362 44.751% -5.861%Dubois 352.00% 10 29 48 60.417% 70 272 25.735% -34.681%Elkhart 455.90% 6 354 751 47.137% 1482 3754 39.478% -7.659%Fayette 59.00% 72 15 30 50.000% 23 45 51.111% 1.111%Floyd 203.90% 26 49 82 59.756% 98 199 49.246% -10.510%Fountain 115.90% 47 18 23 78.261% 14 51 27.451% -50.810%Franklin 100.00% 56 9 9 100.000% 17 27 62.963% -37.037%Fulton 250.40% 21 20 28 71.429% 67 117 57.265% -14.164%Gibson 72.20% 67 29 41 70.732% 35 64 54.688% -16.044%Grant 18.00% 87 249 434 57.373% 296 470 62.979% 5.605%Greene 83.60% 60 22 32 68.750% 47 69 68.116% -0.634%Report And Recommendations on the Statusof Indiana’s Homeownership Education & Counseling System— LXXV28

CountyAppendix 28.Hispanic Population Growth and Homeownership Rates In Indiana, By County, 1990 – 2000% Change inHispanicPopulation,1990 - 2000*Rank in %Change*1990 TotalOwner-OccupiedHispanicHouseholds**1990 TotalHispanicHouseholds**1990 HispanicHomeownershipRate2000 Owner-OccupiedHispanicHouseholds**2000 TotalHispanicHouseholds**2000 HispanicHomeownershipRateChange inHispanicHomeownershipRate, 1990 to2000Hamilton 301.50% 12 142 209 67.943% 415 744 55.780% -12.163%Hancock 58.00% 73 67 91 73.626% 97 144 67.361% -6.265%Harrison 162.70% 34 30 37 81.081% 44 91 48.352% -32.729%Hendricks 229.20% 23 65 89 73.034% 194 282 68.794% -4.239%Henry 80.80% 63 42 63 66.667% 57 104 54.808% -11.859%Howard 61.70% 70 171 306 55.882% 268 499 53.707% -2.175%Huntington 29.20% 84 45 70 64.286% 55 88 62.500% -1.786%Jackson 811.50% 2 19 33 57.576% 45 280 16.071% -41.504%Jasper 131.20% 42 49 74 66.216% 96 170 56.471% -9.746%Jay 158.30% 36 28 44 63.636% 47 89 52.809% -10.827%Jefferson 169.90% 33 17 39 43.590% 47 89 52.809% 9.219%Jennings 114.40% 50 20 25 80.000% 27 54 50.000% -30.000%Johnson 153.70% 37 119 179 66.480% 240 446 53.812% -12.669%Knox 57.10% 74 37 65 56.923% 36 84 42.857% -14.066%Kosciusko 195.90% 31 209 323 64.706% 549 918 59.804% -4.902%Lagrange 203.00% 28 44 90 48.889% 131 239 54.812% 5.923%Lake 32.80% 83 7431 12636 58.808% 10302 16877 61.042% 2.233%La Porte 115.90% 48 238 416 57.212% 442 793 55.738% -1.474%Lawrence 186.90% 32 27 36 75.000% 75 112 66.964% -8.036%Madison 125.20% 45 161 247 65.182% 232 492 47.154% -18.028%Marion 294.00% 14 1217 2690 45.242% 2527 8999 28.081% -17.161%Marshall 221.00% 25 120 199 60.302% 300 639 46.948% -13.353%Martin 200.00% 29 2 4 50.000% 5 14 35.714% -14.286%Miami -12.10% 92 53 127 41.732% 73 116 62.931% 21.199%Monroe 63.50% 69 118 433 27.252% 190 727 26.135% -1.117%Montgomery 284.30% 15 18 36 50.000% 42 142 29.577% -20.423%Morgan 114.90% 49 39 59 66.102% 89 125 71.200% 5.098%Newton 138.40% 39 32 45 71.111% 49 83 59.036% -12.075%Report And Recommendations on the Statusof Indiana’s Homeownership Education & Counseling System— LXXVI28

CountyAppendix 28.Hispanic Population Growth and Homeownership Rates In Indiana, By County, 1990 – 2000% Change inHispanicPopulation,1990 - 2000*Rank in %Change*1990 TotalOwner-OccupiedHispanicHouseholds**1990 TotalHispanicHouseholds**1990 HispanicHomeownershipRate2000 Owner-OccupiedHispanicHouseholds**2000 TotalHispanicHouseholds**2000 HispanicHomeownershipRateChange inHispanicHomeownershipRate, 1990 to2000Noble 427.80% 8 76 138 55.072% 432 709 60.931% 5.858%Ohio 257.10% 18 2 2 100.000% 5 12 41.667% -58.333%Orange 83.10% 62 10 17 58.824% 17 34 50.000% -8.824%Owen 198.20% 30 15 16 93.750% 29 41 70.732% -23.018%Parke 9.50% 89 17 25 68.000% 11 22 50.000% -18.000%Perry 101.50% 55 11 14 78.571% 19 36 52.778% -25.794%Pike 85.00% 59 7 10 70.000% 17 22 77.273% 7.273%Porter 83.50% 61 708 1031 68.671% 1308 1987 65.828% -2.843%Posey 13.50% 88 28 33 84.848% 28 40 70.000% -14.848%Pulaski 80.20% 64 15 29 51.724% 29 45 64.444% 12.720%Putnam 126.40% 44 17 25 68.000% 31 70 44.286% -23.714%Randolph 73.40% 66 34 55 61.818% 35 78 44.872% -16.946%Ripley 298.40% 13 10 15 66.667% 21 59 35.593% -31.073%Rush 50.80% 77 10 11 90.909% 8 18 44.444% -46.465%St. Joseph 141.40% 38 693 1270 54.567% 1609 2978 54.030% -0.537%Scott 50.00% 78 34 41 82.927% 39 60 65.000% -17.927%Shelby 321.20% 11 20 30 66.667% 53 141 37.589% -29.078%Spencer 240.40% 22 27 30 90.000% 46 76 60.526% -29.474%Starke 40.10% 80 43 82 52.439% 81 122 66.393% 13.954%Steuben 253.90% 20 26 48 54.167% 91 181 50.276% -3.890%Sullivan 203.40% 27 9 14 64.286% 23 34 67.647% 3.361%Switzerland 254.50% 19 7 9 77.778% 10 16 62.500% -15.278%Tippecanoe 277.00% 16 188 569 33.040% 608 2081 29.217% -3.824%Tipton 66.10% 68 22 31 70.968% 33 41 80.488% 9.520%Union -12.00% 91 4 8 50.000% 4 6 66.667% 16.667%Vanderburgh 90.10% 57 131 304 43.092% 200 505 39.604% -3.488%Vermillion 75.40% 65 13 15 86.667% 11 31 35.484% -51.183%Vigo 27.90% 86 79 163 48.466% 119 299 39.799% -8.667%Report And Recommendations on the Statusof Indiana’s Homeownership Education & Counseling System— LXXVII28

CountyAppendix 28.Hispanic Population Growth and Homeownership Rates In Indiana, By County, 1990 – 2000% Change inHispanicPopulation,1990 - 2000*Rank in %Change*1990 TotalOwner-OccupiedHispanicHouseholds**1990 TotalHispanicHouseholds**1990 HispanicHomeownershipRate2000 Owner-OccupiedHispanicHouseholds**2000 TotalHispanicHouseholds**2000 HispanicHomeownershipRateChange inHispanicHomeownershipRate, 1990 to2000Wabash 29.00% 85 47 71 66.197% 59 111 53.153% -13.044%Warren 60.90% 71 3 3 100.000% 3 7 42.857% -57.143%Warrick 102.40% 54 38 51 74.510% 64 94 68.085% -6.425%Washington 85.20% 58 19 30 63.333% 39 52 75.000% 11.667%Wayne 159.60% 35 60 115 52.174% 82 247 33.198% -18.976%Wells 51.50% 76 51 74 68.919% 62 117 52.991% -15.927%White 670.90% 3 31 48 64.583% 114 298 38.255% -26.328%Whitley 119.00% 46 23 39 58.974% 43 69 62.319% 3.344%Report And Recommendations on the Statusof Indiana’s Homeownership Education & Counseling System— LXXVIII28