Attachment 2 Page 1 of 3 Education for Homeless Children and Youth Grant Program Application Fact Sheet Please complete and submit this Application Fact Sheet with the Application Narrative which is due by 4 on Thursday, February 1, 2018. A consortium should submit a separate Application Fact Sheet for each local educational agency (LEA) within the consortium. Please note that the Application Fact Sheet replaces an applications abstract to assist readers with a summary of the LEA. An application without an Application Fact Sheet will be disqualified. Local Educational Agency Contact Information Type of LEA: School District El Charter School El County Office of Education El Consortium Member Name of LEA: (If consortium, list San Diego Unified School District name of each LEA) 3232in District (CD) School Code for (If consortium, list CD 37-683380000000 gthEtteiugg?gols- Code for each LEA) Name of LEA Consortium Lead: Mailing Address: City: Zip Code: Homeless Education Program Contact Information (Who the California Department of Education can contact regarding this Request for Application) Name of Homeless Jennifer Coronel Liaison: Mailing Address: 4100 Normal Street ?Annex 14 City: San Diego Zip Code: 92103 Telephone Number: 519-725-7054 E?mail: jcoronel1@sandi.net Attachment 2 Page 2 of 3 Education for Homeless Children and Youth Grant Program Application Fact Sheet Homeless Program Information for County Offices of Education Please use countywide information when completing this table. Project Title: Number of Direct- mug'oti??f LEAS Funded Charter Schools in County: Number Of Number of Percentage of Homeless . Students Homeless Students to Students In in Count Total Enrollment County: y. Grade Level Geographic Size in Span in LEAs: Square Miles: Total Funds vi usl Received Requested for MEKi?ne y?Vento Yes No Fiscal Year (FY) If yes, when? 2018?19: Funds: Amount of Title l, Part A Funds Reserved for Homeless Education for the 2016?1 7 Amount of Title I, Part A Reservation Funds Expended for Homeless Education During the School Year (SY): 2016?17 SY: County Office of Education (COE) COE Approved Approved Yes No Homeless Education El Yes El No Homeless Date: Administrative Date: Education Board Regulations: Policy: Eguiggmeless COE Policy to Ensure Dispute Yes No Homeless Students El Yes El No . Date: are Not Date: Resolution lated/Sti mat'zed' Process: so 9 I Head Start . Preschool: Yes E1 No State Preschool. El Yes No . El Urba Community nba Number of Low Cost Information: ur Extended Stay Hotels: Rural Youth Number of Numberlof Adult Transitional Housing Shelters. .. Families Programs. Do you participate in your local Continuum of Care? Attachment 2 Page 3 of 3 Homeless Program Information for Local Educational Agencies Project Title: Education for Homeless Children and Youth Program Number of Schools Grade Level Span of in the LEA: 239 LEA: K42 Number of Total Number of Homeless Students in LEA: 127962 Students in LEA: 6767 Percentage of . . . Homeless Students 5.3% geogfm?lgg'ze 200 to Total Enrollment: qua Total Funds Previously Received Yes No Requested for FY $250,000.00 McKinney-Vento If yes, when? 2018?19: Funds: 2014-2017 SY: $225,966.00 Amount of Title I, Part A Funds Reserved for Homeless Education for the 2016?17 Amount of Title I, Part A Reservation Funds Expended for Homeless Education During the 2016?17 SY: $225,966.00 Approved Homeless Education Board Policy: Yes El No Date:12/10/2010 Approved Homeless Educa?on Administrative Regulations: Yes No Date: 12/10/2010 Homeless Education Dispute Resolution Process: 3 Yes No Date: 12/10/2010 Policy to Ensure Homeless Students are Not Yes No Date: 12/10/2010 Isolated/Stigmatized: Head Start . Preschool: Yes No State Preschool. Yes No . Urban Number of Low Cost Communlty Information: Suburban Extended Stay 49 Rura Hotels. 1 - Youth Number of Number of Shelters: 7 - Adult Transitional Housing 46 10 - Families Programs: Please Print or Type Information Cheryl Hibbeln Name of Superintendent or Designee: Telephone: 619-725-7772 Signature of Superintendent or Designee Certification: I hereby certify that to the best of my knowledge, the information contained in this application is correct and complete. iH/I?pr/ a .f 8 Date California Department of Education: Created 30-Aug-2017 Attachment 3 Page 1 of 2 Assurances and Required Signatures All of the following assurances are required of each applicant requesting Education for Homeless Children and Youth (EHCY) Program funding for fiscal year (FY) 2018?19 through FY 2020?21. Applications without signed assurances will not be reviewed. Please provide all signatures on the next page indicating compliance with all assurances and return as part of the completed application. As the duly authorized representative of this applicant, I certify compliance with each of the following assurances: Applicant agrees that all student information shall be kept confidential except as necessary to inform parents/guardians and appropriate school staff. Applicant agrees to comply with the requirements of Title 42 of the USO, Section 11431(g)(3) through including collecting and providing data requested by the State Coordinator. Applicant agrees to comply with the applicable provisions of Title and Title IX of the Elementary and Secondary Education Act, the General Education Provisions Act, Title regulations in Title 34 of the Code of Federal Regulations (CFR) Part 200, and the Education Department General Administrative Regulations in 34 CFR Parts 76, 77, 80, 81, 82, and 85. Applicant assures that the local educational agencies? expenditures for public education paid from state and local funds for the preceding fiscal year, in the aggregate or on a per pupil basis, are not less than 90 percent of the expenditures for the second preceding FY. Applicant agrees to download, review, and keep on file the General Assurances and Certifications listed below. These documents are required for compliance reviews, complaint investigations, and can be found on the California Department of Education (CDE) Funding Forms Web page at 2017?18 General Assurances and Certifications Drug-Free Workplace Certification Debarment and Suspension Certification Lobbying Certification (only for grant requests exceeding $100,000) 0000 The applicant agrees to comply with all the requirements in these assurances and certifications as a condition of receiving EHCY grant funds. If instruction will occur at a facility other than a student?s school or residence, the provider shall certify that its facility(ies) meets all applicable federal, state, and local health and safety laws. Attachment 3 Page 2 of 2 Applicant or designee agrees to attend up to two mandatory coordinator meetings every year. . Applicant agrees to participate in the federal program monitoring and evaluation process as developed and directed by the CDE. . Applicant agrees to submit to the CDE by October 1 each year an annual end-of?year demographic report of the number of homeless children and youth served by the funds, the services that they were provided, the barriers that were faced, and the number of homeless students in specific subpopulations as indicated in the comprehensive annual survey. . Applicant agrees to submit required fiscal reports to the CDE each fiscal year on the schedule established by the CDE. . Applicant agrees to maintain program and financial records and supporting documents for each grant award period for three years following submission of the final expenditure report for the grant award period. arw (is. Signature of Applicant?s Superintendent or Designee Signature of Director of State and Federal Programs . . I i .- f. t, Signature of LEA Homeless Liaison Date California Department of Education: Created 30-Aug-2017 Narrative (question 1-6) 1. Describe the LEA ?s demographics and current homeless education program. With responsibility for 128,040 students in the 2016-2017 school year, San Diego Unified School District (SDUSD) is the 2nd largest District in California. There are 117 traditional elementary schools, 9 K-8 schools, 24 traditional middle schools, 22 high schools, 13 atypical/alternative, 49 charter schools, and 5 additional program sites within the District boundaries. In 2016-2017 school year there were 6,767 total homeless students served, of which 693 were in shelters, 295 in hotels or motels, 5,630 were doubled-up (living in the home of a friend or relative), and 149 were unsheltered (CALPADS Report). The LEA's demographics for all students, and those served in the homeless education program, in 2016-2017 are summarized in Table 1 below. Table 1: San Diego Unified School District Demographics 2016-2017 Source: CDE DataQuest District Overall Students Served by Homeless Education Program Total Enrollment 128,040 7,594 (cumulative enrollment) Ethnic diversity Hispanic 46.7% 62.5% (n=4,749) White 22.7% 6.0% (n=453) African-American 9.1% 14.5% (n=1,101) Filipino 4.8% 5.8% (n=444) Asian/Indo-Chinese 8.3% 3.4% (n=260) Native American 0.3% 0.3% (n=19) Pacific Islander 0.5% 0.7% (n=55) Multi Racial 6.8% 5.4% (n=406) Not Reported 0.9% 1.4% (n=107) English language learners 25.2% 38.7% (n=2,937) Special education services/IDEA 14.4% 16.9% (n=1,280) The distribution of homeless students by grade level in 2016-2017 was: Pre- kindergarten/Kindergarten 707; 1 737; 2 677; 3 717; 4 656; 5 578; 6 460; 7 374; 8 288; 9 555; 10 494; 11 373; and 12 413, of whom 358 were unaccompanied youth (source: SDUSD Research 8 Evaluation Department) SDUSD provides assistance and support to students who are homeless. These services include: . Enrollment assistance from the Homeless Liaison's Office . Free school meals . Transportation to and from the child's school of origin (according to SDUSD guidelines) . Supplemental academic services . Referrals to local agencies forfood, shelter and other community resources. . Assistance with receiving Medi-Cal, even if under 18, and even if living separately from parents or guardians . Process for dispute resolution when a parent, guardian, or unaccompanied youth disputes the school?s enrollment/placement decision 6 homeless education program is coordinated by the Office of Children and Youth in Transition (CYT). This office houses the District McKinney-Vento Liaison and is responsible for coordinating all District-level activities as well as providing activities and services that are currently part of the SDUSD Homeless Education Program. The CYT Office?s Homeless Education Program is staffed by a Program Manager, Local Homeless Liaison, Homeless Education Coordinator (HEC), Counselor, Nurse and six full time Resource Teachers/Check Connect Mentors each dedicated to supporting schools with students ?in transition?. The CYT Office oversees delivery of the Homeless Education Program which consists of the following activities and services (additional details of which are provided in response to questions 2, 3, 4, 5, and 6): Tier 1 Universal Support: Provide indirect support to students in transition. Indirect support services include: training and support to staff on laws and topics related to youth in transition and delivery of professional development leveled series on Trauma Informed Practices and development of site action plan; information on linkages to needed resources; and, transportation, clothing, school supply requests, housing/food resources. Tier 2 Targeted Support: The Homeless Education Program provides direct support to students in transition that include support for students identified through the SDUSD early warning system (EWS) who require a level of support in addition to that already in place at the site. Working closely with site staff, the Homeless Education Program staff including nurse, and counselor ensures that interventions are in place and resources are provided to address barriers to a student's education, academic and social/emotional progress include need for medical referrals. Tier 3 Intensive Support: provide intensive supportive services to homeless middle and high school students at risk for dropping out of school through their role as Check Connect Mentors. Other activities that are part of the SDUSD Homeless Education Program are: (1) Identification and enrollment of homeless students conducted at the school site with CYT providing training and technical assistance on state and federal (including M-V and Title 1A) requirements forthe identification, assessment and education of homeless children. The Homeless Liaison also helps address barriers to enrollment such as relating to transportation and accessing immunization or medical records. (2) Education and outreach through the CYT website that includes information and resources on McKinney-Vento Homeless Act, forms and procedures for requesting school transportation, school clothing and supplies, and emergency food and shelter. (3) Collaboration with community organizations who support homeless families and children, to provide food, backpacks, and shoes to students as well as to coordinate linkages to services and engage in planning at the community and regional levels. Much of this work is accomplished through participation as a member of the Regional Task Force for the Homeless (RTFH). (4) Collaboration with SDUSD departments and schools to coordinate activities that address the academic needs of students who are homeless. 2. Describe the needs determined by the needs assessment, how the LEA plans to meet those needs, and how the LEA intends to evaluate the effectiveness of that plan. Include how EHCY funding will support implementation. first step in the needs assessment process was to create a Needs Assessment Working Committee (Committee) consisting of: Office of CYT staff; Representatives from other District departments and programs (Special Education, Transportation, Counseling and Guidance, Career Technical Education); (0) Administrators, teachers and counselors from schools that are heavily impacted by significant numbers of homeless students: and Representatives from community organizations or collaborations that serve homeless youth and families including parents and youth as well as staff, including San Diego Youth Services (SDYS), an organization with more than forty years history providing services to children and youth who are homeless or runaway._Members of this Committee used "Educating Homeless Children and Youth: Conducting Needs Assessments and Evaluating Services: A Guide for SEAS, LEAs, and Local Schools"1 as a guide to creating a robust needs assessment process that would help answer four questions: 1. To what extent is SDUSD meeting the standards of quality homeless education programs? 2. What types of services are needed? 3. What and resources do we have that can be leveraged to help us better meet the needs of homeless students? 4. Where do we need additional resources and/or technical assistance? The assessment process was designed, and results analyzed by Nash Associates, an independent consultant whose experience includes conducting the 2016/17 Behavioral Health Community needs assessment for San Diego County Health Human Services Agency. Assessments processes consisted of: an online needs assessment survey distributed via Survey Monkey through which 30 respondents answered the questions above using a combination of Likert scale (questions 1 and 2) and narrative questions (3 and key informant interviews with 5 committee members; focus group conducted with 14 homeless transition age youth served by SDYS and 12 high school homeless students from Lincoln, Morse and San Diego High Schools; and, analysis of demographic, academic and behavioral data provided by Research and Evaluation Department or accessed through California Department of Education, Dataquest or California Schools Dashboard. Description of Needs Families who experience homelessness are more likely to experience separation from each other, violence and serious health conditions (National Center on Family Homelessness, 2011). Children experiencing homelessness may face high rates of abuse, neglect and mental health issues, as well as barriers that can make it difficult for them to succeed academically and emotionally without additional systemic supports (Buckner, Bassuk, Weinreb, Brooks, 1999; Gewirtz, Hart-Shegos, Medhanie, 2008; Swick, 2008; US. Department of Education, 2004). Changing schools significantly 1 Developed by National Center for Homeless Education (NCHE) for the US Department of Education (Beth Garriss Hardy, 2010). impedes a student's academic and social growth. The literature on highly mobile students indicates that it can take a student four to six month to recover academically after changing schools. Highly mobile students have also been found to have lower test scores and overall academic performance than peers who do not change schools. In addition to examining national research and local data, the needs assessment provided an opportunity for homeless students in the District to discuss their needs and propose solutions. Common themes emerged, relating to needs for supportive programming, access to resources and the importance of having mentors or other adults who demonstrating caring, understanding and tolerance. The quotes below are representative of these themes: know people that hurt themselves because they can?t deal, they don?t have friends. They might need a private group to help them deal with it, one that their parents don ?t know about because parents might think it?s just for attention? Female 14 ?People at school who will keep us accountable with grades and attendance? Female 15 ?Ha ving somebody on campus more often to follow up on my progress and to check to see how I?m doing and i need anything?. Male, 15 ?Counseling, think a lot of people cope in different ways. What We noticed about others is that they would say they need to take this anger and put it in something else. Home problems affect academics. Sports but mostly counseling people need to talk about it. Overall people in transition need moral support?. Female 17 Looking at the Data: More than 83% of survey respondents disagreed with the statement ?All homeless students demonstrate academic progress?, 73% disagreed that ?All homeless students are prepared for success in Post-Secondary Education?. The perceptions and ideas provided by students, District staff and other stakeholders are supported by numerous reports including California Department of Education?s California School Dashboard, SDUSD On-Track Report for January 2018 and Smarter Balanced Test scores for 2016-207. See tables 2 and 3. The California Department of Education's California School Dashboard?s college/career report for homeless students with San Diego Unified indicates that of the 419 homeless students assessed in Fall 2017, only 34.1% were considered college/career ready, compared to 53.3% for all students. The English Language Arts (ELA) Assessment (grades 3 to 8) shows that homeless students are 52.8 points below level 3 (proficiency) compared to all students at 4.9 points above level 3. In Math, homeless students are at 67.9 points below level 3, while all students are 12.1 points below level 3. In both ELA and Math, the status of homeless students compared to 2016 has declined. Table 2: Smarter Balance Test Scores 2016/17 Data provided by SDUSD Data and Reporting Department Homeless Students All Students Level Math (n=2,658) ELA (n=2,619) Math (n=49,692) ELA (n=49,387) 1-Novice 51% 45% 23% 23% 2-Developing 26% 25% 20% 20% 3-Proficient 16% 20% 32% 30% 4-Ad vanced 8% 10% 25% 27% Table 3: On-Track Report conducted January 2018 ?via Illuminate, a web-based data and assessment management system Overall Status All High Homeless High All Middle Homeless School School School Middle School (n=29,523) (n=1,594) (n=21,823) (n=1,157) On Track 71.6% 56.8% 90.1% 81.8% Nearly On Track 22.7% 30.8% 8.3% 14.8% Off Track 5% 10.6% 1.5% 4.1% Far Off Track 1.8% 0% 0% At Risk of Not 8,377 866 2,154 219 Graduating The OnTrack report is produced using Illuminate, a web-based data and assessment management system. On Illuminate, the following data is tracked for each student and then used to establish an overall score which is then used to determine the student?s on-track status: Citizenship, Credits, Number of or Grades, Grade Point Average, Disciplinary Referrals, Suspensions and Tardies. As can be seen in Table 3, homeless students are significantly more likely to be off track and at risk of not graduating than all students. Note this system will be used to identify students for Check 8 Connect and SDYS services, and as a means to tracking overall progress. Concerns regarding student social/emotional wellbeing were also raised. Sixty percent of survey respondents disagreed that ?all homeless students experience stability in school", while during the TAY focus group youth discussed how their experience of trauma in the form of violence, social isolation, bullying and harassment impacted their ability to learn. Youth expressed opinions that schools ?need to do a lot more when it comes to helping kids who have problems like anxiety and depression" and they suggested approaches that combine peer support with information that is relevant to them including information on their rights and responsibilities, community resources and services, and help coming up with plans for what they can do when they leave school. Committee members echoed a need to enhance school-based supports and build stronger connections between community-based providers. Data on absenteeism and suspension among the District's students can serve as an indicator or connectedness and are closely correlated to school success. As table 4 below indicates, homeless students within SDUSD have higher rates of absenteeism and suspension (including multiple suspensions) than all students, and also compares unfavorably to homeless students at the county and state levels. 10 Table 4: Suspension/Absenteeism Rate, Homeless students (H) and Total Student Population (All) 2016/17, CDE Data Quest Absenteeism Suspension Students Suspended with Rate Rate Multiple Suspensions All All All SDUSD 25.4% 12.2% 5.1% 2.8% 35.8% 28.0% San Diego County 23.9% 10.7% 5.80/0 3.60/0 35.60/0 26.90/0 Statewide 21.2% 10.8% 5.50/0 3.30/0 37.3% 30.7% The need to better engage parents or persons acting as parents of homeless children and youth was raised by half of the key informant interviewees. These staff discussed that while information is provided on the CYT website and by school site staff (is. enrollment clerk) there is a need for more proactive in-person connections between the CYT department and parents. In addition to services that directly meet student needs, the assessment also pointed to a need for ongoing coordination, capacity building and collaboration. The highest rated suggestion by far was for ?Coordination between schools and agencies providing services?, which ranked 13? out of 14 activities suggested as a use for grant funds. The activity that garnered the next highest number of votes was for ?Referral services for homeless children and youth for medical, dental, mental, and other health services?. Implementation Plan The need assessment process determined the priority needs of homeless children, youth, their families and the homeless education program to be for services and activities that: . Identify and enroll homeless students, provide training to support trauma informed practice, and assess and meet student needs for targeted interventions . Address social-emotional barriers to school attendance, academic performance and stability for students, including those impacted by domestic violence . Prepare students for graduation, careers and post-secondary education . Engage parents of homeless students and make sure they have the information they need to support their child The implementation plan for the Homeless Education Program provides an opportunity to sustain and enhance efforts that are proving successful in the current program as well as to expand or add new strategies. The following goals and objectives form the basis for the implementation plan and serve to describe how the effectiveness of the program will be measured. The timeframe for implementation is provided at the end of each strategy and ?ongoing? indicates that this is a strategy that is already being implemented which would be sustained. Goal 1: All homeless students in SDUSD are identified and enrolled in school, including homeless unaccompanied students. Summary of need: it is critical that SDUSD continue to identify students who are homeless and to address any barriers to enrollment as the first step to meeting the needs of such students. Stakeholders see room for improvement: 66% of 2017/18 survey respondents did not feel that standards relating to enrollment of all homeless 11 students was met, and 60% thought the standard relating to unaccompanied students was not met. Objectives 1a. Increased capacity relating to identification and enrollment of homeless students. Strategies: - CYT department will provide training and technical assistance to school staff on state and federal (including M-V and Title 1A) requirements for the identification, assessment and education of homeless children. Ongoing. . will regularly visit schools to provide technical assistance regarding legal requirements for education for homeless students. Ongoing. The SDUSD enrollment form and student information management system have a section for ?Residential Status? and several options for homelessness to more accurately and identify the various sub-groups of homeless students. Ongoing. . HEC and Homeless Liaison will participate on the Regional Task Force forthe Homeless and build collaborative relationships with community providers. Ongoing . HEC and Homeless Liaison will collaborate with SDYS and other community providers to identify unaccompanied youth who are out of school and encourage them to enroll. Ongoing. Performance Indicators: Number of homeless students enrolled by type of shelter, school, grade level, accompanied/unaccompanied. Number of trainings and technical assistance sessions provided. Number of collaborative meetings attended. Percentage of stakeholders who indicate that SDUSD meets identification and enrollment standards. Data sources used to track progress: Enrollment records by CYT). Activity log by HEC) and CALPADs Report (annually by Research and Evaluation Department). Survey conducted to measure stakeholder perception of District capacity to identify and enroll homeless students (annually by CYT). EHCY support for this aspect of the plan consists of resources for staf?and other operational expenses including indirect. Goal 2: All homeless students in SDUSD demonstrate academic progress. Summary of need: Homeless students within SDUSD are underperforming when compared to all students. The same academic supports available to all students are available to homeless students, including assessments, Individualized Education Program (IEP) and services such as tutoring. The challenge isn?t in the availability of services, it is ensuring that homeless students are connected to these services in a timely manner and that individuals delivering services have a better trauma informed) understanding of the unique needs and of homeless students. The need assessment also points to challenges to student learning relating to attendance, behavior and concerns relating to bullying, harassment, social isolation, and the impact of violence (including domestic violence) and exposure to trauma. Objectives 2a. Increased percentage of homeless students (all grades) attaining proficiency or advanced in Math and ELA. 2c. Improved school connectedness and sense of stability among homeless students. 12 Strategies: . CYT will partner with counselling, guidance and restorative practices departments to coordinate professional development opportunities for school staff on Trauma Informed Practice: Culture of Transformation: Phase One, Culture of Understanding with Trauma Informed Care; Phase Two, Culture of Care with Positive School Culture Resilience; and Phase Three, Culture of Healing with restorative justice practices. (Tier 1) Ongoing. HEC and will provide training to school staff on laws relating to rights of students who are homeless. (Tier 1) Ongoing . CYT will provide access to flex fund resources to homeless students to support student retention and stability and for expenses that cannot be met using other resources based upon request by (Tier 3) Ongoing. CYT will contract with San Diego Youth Services (SDYS) to provide school-based supportive services address barriers to the success and wellbeing of up to 150 homeless students annually who are identified by as having needs that cannot be met by existing District resources. These services will consist of: - 12 cycles of social-emotional learning groups using age appropriate, trauma informed, evidence-based curricula such as Incredible Years (IY) and Seeking Safety, each group can serve up to 10 students. Outcomes of these interventions have shown: Increases in school involvement; Reductions in child externalizing and internalizing problems at school and at home with mothers and fathers and Increases in children?s emotional literacy, social skills, problem solving, compliance and school success. (Tier 2) Start Sept 2018, ongoing. - Providing individual or family support to up to 30 students each year to address needs relating to experiences of domestic violence or other forms of acute trauma, using models such as Motivational Interviewing, Attachment Narrative Therapy, Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and Positive Youth Development (PYD). (Tier 3) Start Sept 2018, ongoing. - Working with to connect students to community?based behavioral health and other services for which students are eligible. Performance Indicators: Number/percentage of homeless students who attain scores of proficient or advanced in standardized tests. Number of professional development opportunities provided and number of individual trained. Number of students who receive flex funds. Number of homeless students who attend groups, receive individual support and/or linkages to community-based services. Homeless student attendance and suspension rates (as indicators of connectedness and wellbeing). Percentage of students served by SDYS who demonstrate improved stability and wellbeing. Data sources used to track progress: Smarter balance test results, Grade Point Average (annually by Research and Evaluation Department). Activity Log and Flex Fund Report by HEC). SDYS Performance and Outcomes (each semester) Report. EHCY support for this aspect of the plan consists of resources for staf?ng, flex funds, subcontract with SD YS, other operational costs such as supplies, travel and phone. 13 Goal 3: All homeless students in high school are on track to graduate and succeed in career or post-secondary education. Summary of Need: Participants in the needs assessment expressed heightened concerns regarding student in upper grades (10th-12th) and their lack of preparedness to graduate and be successful in college or career. The same academic supports and college and career readiness services available to all students are available to homeless students. The challenge isn?t in the availability of services, it is ensuring that homeless students are connected to these services in a timely manner and that staff of programs have knowledge of the needs of homeless students and trauma informed practices. Objectives 3a. Increased percentage of homeless students who are on track to graduate and succeed in career or post-secondary education. Strategies: . will monitor the On-Track data management tool as an early warning system to identify homeless students in middle and high schools who are ?nearly on track?, ?off track" or ?far off track" and to work with school site staff to ensure that these students are connected to existing services and resources such as credit recovery, supplemental instruction or tutoring, counseling and guidance that support their progress. (Tier 2) Ongoing. . will provide evidence-based Check Connect Services to a cohort of up to 180 students (30 6 in grades 10-12 who are identified by the On-Track System as ?off?track? or ?far-off? track (with priority given to those who are ?far off track"). Check Connect is an evidence-based intervention used with kindergarten to grade 12 students who show warning signs of disengagement with school, such as poor attendance, behavioral issues, and/or low grades. Each works with a caseload of students and families for at least two years and provide interventions to help students solve problems, build skills, and enhance competence. also link students to community resources based upon identified needs. (Tier 3) Ongoing but focus shifted to students in grades 10 and 11. . HEC, and CYT Counselor will meet with representatives from District departments of Counseling and Guidance, College Career Technical Education to identify internal opportunities and resources that can be leveraged to support homeless students. Initially by December 315?, 2018, then ongoing. . CYT Counselor will monitor grades and transcripts and will work with to ensure that students meet modified graduation eligibility requirements. Ongoing . HEC, and CYT Counselor will meet with representatives from community partners including institutes of post-secondary education who implement Federal TRIO or Workforce Innovation and Opportunity Act (WIOA) funded programs UPWARD Bound) to identify means through which access to these programs can be enhanced. Initially by February 2019, then ongoing. . will connect homeless students to internal and community resources and that meet needs relating to graduation, college and career readiness. Ongoing. Performance Indicators: Number/percentage of homeless students who are assessed as ?on track" to graduate. Numberfpercentage of homeless students who graduate. 14 Number of homeless students who are accessing college and career readiness programs and services, including credit recovery, tutoring, academic advising, assistance with college application process (college search, financial aid, and scholarship, SAT preparation). Data sources used to track progress: case management records by on?track reports by Grade Point Average, graduation rate (annually by Research and Evaluation Department). EHCY support for this aspect of the plan consists of resources for staf?ng, flex funds local travel, materials and supplies and phone. Of the six who are working with the District homeless students, five are funded through Title 1 and SDUSD general funds and one is funded through the current EHCY grant. EHCY resources are critical to sustaining the capacity of the district to meet legislative requirements as well as to be proactive in meeting the changing needs of this highly vulnerable population. Goal 4: All parents of homeless children and youth in SDUSD are informed of the educational and related opportunities available to their children and are provided meaningful opportunities to participate in their children?s education. Summary of need: While SDUSD is meeting requirements regarding parent information and engagement, participants in the needs assessment process felt that this is an area where efforts could be more proactive and collaborative. Objectives 4a. Increased knowledge of parents of homeless children on their children's rights under McKinney-Vento and of the services, academic support, and assistance available. Strategies (See response to question 3) . CYT will maintain a webpage to include links for parents and students. Ongoing. . CYT will implement protocols to inform teachers of the presence of a homeless student in their classroom. Ongoing. . HEC will develop outreach and education curricula in collaboration with area homeless shelters. By December 315?, 2018. . HEC, will coordinate and deliver outreach and education presentations to parents at homeless shelters. Starting 2018?2019, then ongoing. . CYT will develop an information package that will include an overview of Homeless Education Program and student rights and information. December 313?, 2018. . Enrollment clerks will disseminate information packages to parents at point of enrollment. Starting January 19?, 2019, then ongoing. . Each will coordinate, promote and deliver one parent outreach and education presentation each semester (6 in year 1 then 12 thereafter). Starting January 15?, 2019, then ongoing. Performance Indicators: Creation of presentation materials and protocol as deliverables. Number of presentations and locations. Number and names of community collaborators. Number of parents who attend presentations. Percentage of parents who indicate that they found the presentation to be informative. Data sources used to track progress: Program activity log by attendance records and brief survey (during each presentation by HEC or EHCY support for this aspect of the plan consists of resources for staffing, materials for parent outreach and engagement and a pro-rated portion of local travel expenses. 15 3. Describe how LEA involves, supports, serves parents/guardians of homeless children and youth as it relates to their participation in their children?s education. SDUSD currently involves and supports parents/guardians of homeless children and youth through the following strategies: . The Parent Outreach and Engagement Department provides technical assistance and support to schools to help increase involvement of parents at special events through a guide and toolkit of items. 0 Services provided through the Ballard Parent Center - The Ballard Parent Center (a program of the Parent Outreach and Engagement Department) offers multiple trainings and classes for parents through San Diego Parent University as well as through special classes offered at school sites. Childcare is provided, and classes are held at times that are convenient for families including evenings and weekends. . School site level parent engagement activities - Parents are also engaged and supported through a variety of means at school sites including on site parent rooms and resource centers at some schools, parent-teacher conferences, IEP meetings, and coffee mornings with principals. . Resource Teacher/C&CM parent outreach and engagement - The also meet with and support parents of children and students who are homeless on an individual basis and in response to identified needs or requests (by parents or school staff) for assistance. Enhancements to these efforts are proposed through the EHCY grant, which are: Partnering with local homeless shelters such as Father Joe?s Village, San Diego Rescue Mission, Becky?s House, Cortez Hill, and Door of Hope to coordinate outreach and education presentations for parents/guardians of school-age children. The HEC will collaborate with these community providers to design a presentation format that will best meet the needs of parents for information and services that will help them: Navigate the educational system (including a demonstration of how to access data on individual student performance using Power School); serve as an advocate for their child; access needed resources and supports. information will be provided on Homeless Student Legal Entitlements, Rights and District Resources for parents/guardians of school-age children. There will be an opportunity for parents to ask questions and raise concerns. Grant funds have been allocated to purchase materials that can be combined with donated resources such as tickets to local museums, theatre and sporting events to incentivise participation. Based upon suggestions from community partners, these can include items that parents can pass on to their children such as school supplies, insulated water bottles, backpacks, lunch boxes. HEC to oversee distribution of a District letter and resource information to all parents/guardians of homeless students informing them of opportunities for engagement and resources as well as information on educational rights of homeless children. (0) Coordination and delivery of outreach and educational presentations each semester to parents on school sites. The content and format will be the same/similar to those provided within shelters. These presentations will also provide an opportunity for CYT to distribute donated items such as backpacks and school supplies to parents, who can then ?gift" these items to their children. 16 4. Describe types, intensity, and coordination efforts with other entities that will enhance the LEAs ability to serve its homeless children and youth. Other entities may include, but are not limited to, nearby LEAs and/or COEs, community-based organizations, nonprofit agencies, post-secondary programs, service providers, local shelters, Continuum of Care, local food closets, preschool programs, and other entities working with homeless children, youth, and families. SDUSD coordinates and collaborates with multiple entities to serve homeless children, youth and families. Continuum of Care: The SDUSD Homeless Liaison will continue to participate in the Regional Task Force on the Homeless (RTFH). Recently merged with the Regional Continuum of Care Council, RTFH is a community-based forum focused on homelessness in the San Diego region. RTFH meets on a quarterly basis to identify gaps in homeless services, establish funding priorities, and to pursue an overall systemic approach to addressing homelessness. RTFH operates the Homeless Management Information System (HMIS), a collaborative, online tool for the real-time management of client and services data entered and maintained by homeless service providers throughout San Diego County. RTFH also conducts the annual Point in Time Count that serves to inform providers of scale and scope of the homeless problem in the region. RTFH provides tremendous benefits to homeless children, youth and families and to member agencies such as SDUSD through facilitating access to resources and services, ensuring that there is no duplication of effort with respect to strategic planning, supporting coordination of efforts across systems, and facilitating opportunities for collaboration. Public Agencies: CYT staff will continue to collaborate with San Diego County Child Welfare social workers to ensure that social workers are aware of students McKinney Vento rights and assist with specific cases when barriers to enrollment, attendance, or school transportation exist. SDUSD collaborates with other County Health Human Services departments such as the Polinsky Children?s Center and County Probation as needed to meet the needs of individual students and families. District staff will continue to coordinate with case managers or social workers from these organizations to participate in multi?disciplinary planning sessions that help meet needs of individual students and families, or_to problem solve around specific issues to the benefit the target population as a whole. District staff will participate in the County Health Human Service Agency's annual behavioral health needs assessment (required per Mental Health Services Act) which in the past two years has included a focus on children?s behavioral health. SDUSD joined Live Well San Diego as a recognized partner of the County of San Diego on July 23, 2015. SDUSD became a Live Well San Diego partner because of their efforts to create system-wide changes resulting in direct benefits to the health and wellness of students and staff. Live Well San Diego is the Countywide framework for enhancing a safe, healthy and thriving community for all residents. SDUSD is currently working in partnership with the San Diego Workforce Partnership (SDWP) to provide opportunities for students to obtain paid and unpaid internships through their Connect to Careers program. This five-unit program is now available to all high school students and assists them in learning about career options and opportunities. After the completion of the five-unit program, students interact face to 17 face with a live Connect to Career mentor who assists in resume building and interview skills. CYT proposes to reach out to SDWP to ensure that homeless students have full access to these services (see goal 3). COE and LEAS: SDUSD has a strong and well-established relationship with San Diego County Office of Education?s (SDCOE) Homeless Liaison. Quarterly Liaison meeting address issues and provide trainings and deliver information that is relevant to all school districts regarding students in a homeless situation. Examples might include programs that everyone can access such as food and housing programs, topics that impact all districts such as transportation, graduation issues, unaccompanied youth and current legislation that impacts homeless students. In addition, the SDUSD Liaison also works with the Liaisons within surrounding districts such as Grossmont Union High School District (GUHSD) to support the needs of students who are crossing boundaries or moving from one district to another. In the case of students crossing boundaries, it is common for SDUSD to share the cost of transportation. Coordination of this nature supports school stability, ensures records move in a timely manner so as not to impact educational placement, allows transportation to begin without delay, and supports families in crisis. Post-Secondary Institutions: SDUSD works closely with area schools and colleges to provide services that support academic success such a tutoring offered by college students as well as college readiness services through a variety of programs including: - Cal-SOAP/California Student Opportunity and Access Program - University of California, San Diego Upward Bound Math Science - San Diego State University - Pre?College Institute, Pathways Service- Learning Tutoring - San Diego State University - Pre-College Institute, Talent Search San Diego State University - Pre-College Institute, Upward Bound STAR Program - San Diego State University - Upward Bound STAR Program Many of these programs prioritize access to homeless and foster students. CYT proposed to be proactive in leveraging these existing partnerships and programs to meet the needs of homeless students as described in Goal 3. Community Agencies: CYT staff will continue to provide information and supports to staff at local emergency shelters when issues arise related to a homeless child's enrollment in school. CYT staff work with staff at the SDYS Storefront Shelter for Teens and Take Wing transitional housing program, St. Vincent de Paul Village San Diego Rescue Mission, and the YMCA Cortez Hill transitional living center. Shelter staff routinely contact CYT staff to assist when parents and unaccompanied youth encounter barriers to enrolling in school or accessing specialized services such as special education or tutoring. SDUSD has an agreement with the San Diego Food Bank and Feeding America to access food and personal hygiene items that are distributed to students and families by Collaboration with the Assistance League provides school clothes for homeless youth, and with Youth Assistance Coalition of San Diego provides access to volunteer services that promote health and wellness through healthy cooking, recreational activities and referrals (see support letter). Coordination with these community partners serves to ensure that many of the basic needs of homeless families can be supported without use of EHYC funds. In addition, SDUSD and CYT work 18 closely with organizations such as The Children?s Initiative to access training and technical assistance opportunities as well as academic enrichment programming (see support letter). Finally, the proposed enhanced collaboration with SDYS presents an opportunity to leverage services provided by three master?s level interns recruited from local universities and supervised by SDYS (valued at $38,000 annually). in addition to these school-based services, SDYS offers considerable opportunity to leverage other resources (staffing, services and facilities) provided through foundation grants and grants from other government sources (City of San Diego Community Development Block Grant, County of San Diego MHSA funds, federal RHY, HUD and FYSB funds). 5. Describe types, intensity, and coordination efforts with programs within the LEA that will enhance the LEA ?s ability to serve its homeless children and youth. Existing programs may include, but are not limited to: Title I, before- and after-school programs, transportation, nutritional programs, other grant- funded programs, etc. Please describe any resources contributed by another program that benefits homeless children, youth, and their families; reduces the use of EHYC funding; or that enables the LEA to maximize its use of EHYC funding. If the LEA receives Title I, Part A funding, the LEA must describe how the LEA uses its Title I, PartA reservation funds for homeless students to support their academic and non-academic needs. Coordination and collaboration efforts with existing programs within the District is seen as an area of strength (this area was scored the most favorably by survey participants) and provides many opportunities to reduce need for/maximize use of EHCY funding. SDUSD receives ESEA Title I, Part A reservation funds for Homeless Education. These funds are used to support staffing costs within the CYT department, specifically to partially fund the salary of the program manager, administrative aide, and administrative assistant allowing for an array of services such as those described previously. Services are also funded by SDUSD general funds and grants including multiple grants from the Department of Defense Educational Activity and community contributions such as the donation of bus passes from International Relief Teams and school supplies and food from Feeding America San Diego. District programs and services that are coordinated to support homeless children and families include: . Enrollment - CYT staff works closely with Neighborhood Schools and Enrollment Options Office to ensure that students McKinney-Vento rights are being upheld and to assist families in accessing enrollment options that are available to all SDUSD students. . Supplemental and Special Educational Services - CYT staff collaborate with staff from Special Education Division to ensure that services such as free tutoring are accessible to homeless children who require special assistance to succeed in school and to ensure that no barriers are in place for the timely special education identification and placement in special education. CYT has secured grant funding from that can be leveraged to support enhanced collaboration between CYT and special education services in a way that can also benefit homeless children and youth. Grant funded services include: (1) Professional development for general education and special education teachers from six schools on co-teaching, universal design for learning (UDL), Autism Spectrum Disorders (ASD) and Applied 19 Behavior Analysis (ABA). (2) Access to additional classroom curriculum and instructional materials that will help teachers align lEPs to Common Core State Standards. The schools that are funded by also have a high concentration of homeless students. Behavioral Health Services CYT staff work with school sites to assess homeless student who are referred by teachers, parents or other staff, and determine what level of mental health support they need. Support can range from visits with SDUSD mental health clinicians on a daily, weekly or basis to a specialized setting for students. Services focus on prevention, early identification of mental health issues, and interventions which promote social-emotional functioning, raise achievement, increase attendance and improve behavior. Assessment, treatment and case management are available for students in all grade levels. CCTE (College, Career Technical Education) The department provides high quality, college and career-themed programs that enrich and engage students with state-of?the-art, dynamic and challenging courses. These courses integrate core standards and industry competencies with real?world applications that prepare our students for success. Courses vary depending school sites student pathways. CYT proposes to enhance collaboration with this department as described in Goal 3. Counseling and Guidance CYT staff routinely coordinate with counseling staff at the District and school levels to access services that help homeless students achieve success and develop life skills in the areas of academic success, career development success, and personal and social success. For example, work with Counselors to retrieve records, search for credits, and develop schedules that allow students to maximize their educational experience. CYT proposes to enhance collaboration with this department as described in Goal 3. Before and After School Programs SDUSD offers the Prime-Time Extended Day before and after school programs at elementary and middle schools with at least 40% of students qualifying for free and reduced lunch at a total of 127 sites. Priority access to these programs is given to homeless families through coordination between CYT and the Extended Learning Opportunities Department. The programs are funded through a combination of state and federal grants (Afterschool Education Safety Program and 21St Century Learning) and enhanced by donations and in- kind services from community partners. Early Childhood Education Programs SDUSD offers no-cost early childhood education options to parents who are low?income, including parents of homeless children including: Child Development Centers - 12-month educational enrichment for children ages 2-5; State-funded Preschool Program that also includes referral to health and social services for families; and the federally-funded Head Start program which is operated in partnership with Neighborhood House Association (NHA). CYT staff help to coordinate access to these programs and assist families in getting their registration documentation packages ready. CYT provides training to ensure that staff are knowledgeable about the rights of homeless children to enroll in their school of origin. In addition, CYT staff respond to specific inquiries regarding enrollment, attendance, and transportation of preschool homeless children. Expanded outreach to parents! guardians in shelters, as proposed for the coming 20 year, would help to ensure that homeless preschool children and parents would benefit from these funded programs. . School Meals All homeless students are eligible for school meals and are assisted in enrolling in the Free and Reduced Meal Program by Resource Teachers. This service is coordinated with the Food Services Department. . Transportation CYT coordinates with the transportation department to provide busing to and from homeless students' school of origin through identifying an established bus route or by providing a city bus pass. District general and transportation funding is supplemented by funding from community partners to pay for city-wide bus passes that are distributed by CYT staff and allows students who are traveling from one part of the city to another to remain in their school of origin. If the student is in elementary school, parents are also eligible for passes. . Data Analysis and Reporting - Funded through SDUSD general funds, the Data Analysis and Reporting (also called Research and Evaluation) department will continue to work closely with CYT and school staff to track and report homeless student enrollments as well as data on demographics, attendance, suspensions, and academic progress. Data helps identify schools with high numbers of homeless students so that CYT can direct community supported events backpack, clothing, and food give-away events) and is used to inform planning and decision making with reports shared with school site liaisons. 6. Describe the integration and interventions the LEA provides to meet the educational and academic needs of homeless children and youth iggardless of the funding source, including Title I, Part A funding. The description should include an array of services, programs, and interventions used by the LEA to meet the educational and academic needs of homeless children and youth. SDUSD offers a wide array of services, programs and interventions to meet the needs of homeless children and youth that are integrated using frameworks such as Response to Intervention (RTI) and Positive Behavioral Intervention Services (PBIS). Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. Tier High-Quality Classroom Instruction, Screening, and Group Interventions Tier 2: Targeted Interventions (includes tutoring and small group academic support) Tier 3: Intensive Interventions and Comprehensive Evaluation to determine eligibility for special education services PBIS supports the application of a behaviorally-based systems approach to enhance the capacity of SDUSD schools to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional. One of the PBIS strategies that is currently being developed with SDUSD and with which CYT is involved is Restorative Justice. Data on suspension rates among homeless students serves to confirm the relevance of this approach. Specific interventions that are available to homeless students include: 21 . Before and after-school enrichment and support through the Prime Time Extended Day before- and after?school programs at a total of 127 sites. High school after- school programs are also available as funded through the 21 st Century ASSETS grants and provide opportunities for CAHSEE Prep career explorations, credit recovery and enrichment activities to high school students. . The Gifted and Talented Education (GATE) program supports unique opportunities for high-achieving and underachieving students who are identified as gifted and talented. GATE programs are offered at select schools. Each site recruits students, develops their own goals and coordinates parent meetings. The following strategies are typical of those offered - Providing Systematic English Language Development - Developing critical seminar thinking skills with these students through our Seminar Units/Critical Literacy and Mathematics - Monitoring of student growth at meetings with their teachers - Consulting the Student Study team for site expertise in instruction - Art Corps fine art lessons STEAM coding lessons . Credit Recovery Program SDUSD offers a credit recovery program through which students who are credit deficient can enroll in an online course offered by a vetted and approved vendor. SDUSD purchases licenses to ensure access to these courses and students have the option to take courses through iHigh Virtual Academy, where teachers guide students through online coursework. 0 Check Connect The team of housed within CYT are assigned to provide Check Connect services to specific high schools (all Title I). Having an EHCY funded means that this Title type intervention is available to homeless students, including unaccompanied homeless students, attending any District high school. The SDUSD Local Control and Accountability Plan (LCAP) addresses the needs of all students including specific groups within schools. The following chart illustrates outcomes of the current program. Tier 3 Check and Connect Mentoring 100 students Lincoln Morse Montgomery Hoover San Diego Crawford High High Middle High High High School School School School School Academic 40% 100% 30% 75% 14% 60% Improvement Attendance 30% 20% 60% 50% 57% 60% Improvement Behavioral 100% 80% 80% 100% 100% 100% Improvement 22 EMPLOYEE BENEFITS Employee benefits for both the HEC and are based on the FY Year 1: district?s standard employee benefits rate of 30%. Includes FICA, $37,500 Medicare, State Unemployment Insurance and Workers FY Year 2: Compensation. Budgeted at $30,000 per year for the Check $37,500 Connect Mentor and $7,500 per year for the Homeless Education FY Year 3: Coordinator for three years. $37,500 Total: $112,500 BOOKS SUPPLIES Included within this line item are meeting and office supplies FY Year 1 materials for parent outreach and engagement ($2,000) and flex funds $16,000 for students Combined these items total $16,000 in grant FY Year 2: expenses annually. Details are provided below. $16,000 FY Year 3: $16,000 Total: $48,000 Meeting and office supplies (all goals), including paper products, folders/binders, flip chart/paper, printer cartridges, pens, etc. will be purchased and used by HEC, to support their activities relating to outreach and education, communication with partners, performance measurement and reporting. $1,500 per year is budgeted for a total of 500 Materials for Parent Outreach and Engagement (goal 4) will be purchased as combined with donated materials and resources such as tickets to events or places of educational or cultural interest (museums). Grant resources will be used when donated items are not available or there is an insufficient volume. These items will support the needs of homeless students and families for basic items like insulated water bottles, lunch boxes, backpacks, school supplies and can also be used to incentive parent engagement and in support of grant goal 4 (note these items will still be available to students who parents do not attend an outreach and education event). A budget of $2,000 has been allocated annually based upon 100 items $20 per item for a total of $6,000. Flex Funds (goals 2 and 3) will support student retention, stability, college and career readiness by addressing critical gaps in homeless and unaccompanied youth?s access to education. Funds will be used for expenses that cannot be met elsewhere but are deemed necessary for student?s regular attendance and participation in school, including activities aimed at transitioning to post-secondary education or training. The CYT program manager and HEC will carefully manage the use of these funds and will verify student need, ensure the need cannot be met elsewhere, and track use of funds. Sample uses include test fees (only if waivers are not available and not covered by college board); SA test prep courses or study materials, school supplies, hygiene products, and clothing or shoes for job interviews and city bus pass. Per RFP guidelines, these funds will not be used for rental or mortgage assistance, utility bills, motel/hotel vouchers, prom expenses, yearbooks, entertainment, or food to be consumed outside the school day. Budgeted for an 25 average of $125 per student annually 100 students $12,500 for a total of $37,500 SERVICES AND OTHER OPERATING EXPENSES Included within this line item are out-of?area ($2,400) and local travel FY Year 1 telephone ($1,500) and membership fees Combined $6,200 these expenses total $6,200 annually. FY Year 2: $6,200 FY Year 3: $6,200 Total: $18,600 Travel to EHCY Coordinators? Meeting (all goals) Travel expenses (flight estimated, ground transportation, hotel, and meal allowance) for CYT program manager or HEC to attend two mandatory EHCY coordinators? meetings each year. Attendance at these events will serve to build the capacity of staff to best meet the needs of homeless students and families through ongoing learning, networking and planning. A per meeting budget of $1,200 is estimated based upon actual costs for travel to EHCY Coordinator meetings as part of the current grant. $2,400 3 $7,200 Local Travel (all goals) Mileage reimbursement at rate of $0.54 per mile is needed for the HEC and 1 TE to allow them to travel to school sites, shelters, and community organizations located throughout the district for meetings with school staff and students, presentations with parents, coordination with other district departments, attendance at RTFH meetings etc. $200 month 11 months has been allocated for this expense, $2,200 a year 3 $6,600 Phone (all goals). Grant funds are requested to support the cell phone plan for 1 FTE $1,000 annually and 50 percent of the cost of the plan $500 annually. Having a cell phone is necessary for staff who work from multiple schools and allows them to communicate with other district staff, students, parents and community partners. $1,500 3 $4,500 Membership fees (all goals) The annual organizational membership for the district to participate as a member of the Regional Task Force on the Homeless (RTFH) is $100. Participation of the HEC and Homeless Liaison on the RTFH is essential to ensure the integration of Homeless Education Program as part of the larger regional continuum of care and to support networking and strengthening of relationships with community partners. $100 3 years $300 Subtotal $215,000 SUBAGREEMENTS FOR SERVICES Sub agreement with SDYS (goal 2) SDYS will work with area FY Year 1: universities to recruit, supervise, train and deploy three Master?s level $58,060 social work or counseling interns who will each provide supportive FY Year 2: services to district students the purpose of which is to address $58,060 challenges to student learning relating to connection, behavior, and FY Year 3: concerns relating to bullying, harassment, social isolation, and the $58,060 impact of violence (including domestic violence) and exposure to Total: trauma. $174,180 Each intern will commit twenty hours a week for eight months a year to the EHCY Program. These services will consist of 12 cycles of 26 Attachment 4 Page 1 of 1 811991539591 Education for Homeless Chiidren one Youth (EHCY) Program 2018?2021 Budget Request Standardized Account Code Structure SA CS Resource Code 5630 8498 Revenue Object Code 8290 Piea'se inciude within the 5000 series approximate costs for up to two mandatory coordinators? meetings that each appilcant or designee will be required to attend. Aiso, piease take into consideration salary increases over the three?year grant cycie. Year 1 Grant Funds Year 2 Grant Funds 1000?1999 Series ?e_nificated Personnel Salaries 2000?2999 Series Ciassified Personnel Salaries $90,000.00 $35,000.00 $90,000.00 Year 3 Grant Funds $90,000.00 2016?17 Title I, Part A Reservation Funds $66,694.00 $35,000.00 3000-3999 Series $37,500.00 Empioyee Bene?ts 4000?4999 Series Books and Suppiies 5000?5999 Series (Except 5100?5199) Subtotai Services and Other Operating Expenditures $16,000.00 .. $6,200.00 7300?7399 Series (indicate Rate) Direct Support?nd?irect Cost 5100?5199 Series Sub agreements for Services 6000?6599 Series Capitai Outlay $7,203.00 $58,060.90 I: $0 7000?7299 Series Igitign and Other Transfers Out TOTAL $37,500-00 $16,000.00 $6,200.00 $184,700.00 $7,203.00 $35,000.00 $37,500.00 $89,026.00 $36,030.00 $16,000.00 $6,200.00 $184,700.00 $10,206.00 $4,000.00 $205,986.00 $7,203.00 $58,060.00 $0 $0 $249,966.00 $249,963.00 $58,060.00 $0 $20,000.00 $0 $0 $0 $0 $249,963.66? $225,966.00 California Department of Education: Created 30-Aug?2001? Budget Narrative (question? Grant dollars have been allocated to most effectively support project goals and activities over the grant period as well as to build capacity and provide results that will support long-term sustainability for project strategies. The following budget narrative provides a clear overview and justification of allocation of grant funds. A total of $249,963 per year for three years is requested and allocated as follows: NARRATIVE JUSTICATION BUDGET CERTIFICATED PERSONNEL SALARIES Resource Teacher/Check Connect Mentor 1.0 FTE (all goal) There are six full time working throughout the district in service to homeless students and families, with each responsible for a specified group of schools. These key direct service staff will support attainment of all four program goals (see question 2 implementation plan) through a combination of indirect (universal) support to sites; direct support (targeted and intensive) to students including delivery of Check Connect Mentoring to a cohort of up to 30 students each. District Title 1 and general funds will continue to be used to support five FTE EHCY funds are requested to sustain staffing capacity of the team at six to allow these staff to provide services at school sites that are not Title 1, and to provide Check Connect Mentoring to a total of 180 high school homeless students (grades 10 and 11)who are assessed as not on track to graduate. Requirements for this position include teacher or counselor certification with extensive experience serving youth at risk for dropping out or facing barriers to educational success. Experience in special education or academic intervention preferred. Will work closely with the Homeless Education Coordinator (See page 35 forjob description). FY Year 1: $90,000 FY Year 2: $90,000 FY Year 3: $90,000 Total: $270,00 CLASSIFIED PERSONNEL SALARIES Homeless Education Coordinator (HEQ .50 FTE (11 months) Year 1,2,3 Homeless Education Coordinator will devote 100% of his/her time to implementing activities relating to all grant goals. He or she will work closely with the district?s Homeless Liaison to provide coordination of district?s homeless education program activities such as professional development, as well as direct service to families through outreach to shelters and assistance at school sites. The position will be filled by a qualified pupil advocate with experience in parent and community outreach with culturally diverse populations. Requirements for this position include a combination of training, experience, and/or education equivalent to graduation from a four-year college or university with a degree in education, child development, child behavioral sciences or related field. Bachelor?s degree is highly desirable. (See page 33 forjob description.) FY Year 1: $35,000 FY Year 2: $35,000 FY Year 3: Total: $105,000 24 social?emotional learning groups using age appropriate, trauma informed, evidence-based curricula such as Incredible Years and Seeking Safety. Each group can serve up to 10 students. SDYS will provide individual or family support to up to 30 students each year in order to address needs relating to experiences of domestic violence or other forms of acute trauma, using various models. Aside from the above-mentioned grant funded services, SDYS will also provide access to the following services that aim to address gaps in services to homeless children and youth: emergency shelter through Storefront, behavioral health assessment and services through Counseling Cove, and positive youth development and mentorship through the TAY Academy drop-in and housing navigation center. Itemized SDYS Budget Clinical Supervisor (30% FTE assigned to this subcontract): $22,925.50 SDYS Licensed or Eligible Program Manager (20% FTE assigned to this subcontract): $12,586 Fringe benefit rate $8,135 Travel: $1,200 Incentives, prevention activities: $1,500 Snacks for group: $1,600 Supplies (computer, office supplies): $1,200 Background clearance costs 3: $360 Training costs: $500 Phone: $480 Personnel salary and benefits: $43,647.19 Personnel and operation cost subtotal: $50,487.19 Indirect Administrative costs $7,573.08 Total annual subcontract of $58,060 3 $174,180 Leveraged/inkind value of interns is calculated at $38,400 (640 hours per intern $20 $12,800 three interns) Totals FY Year 1: $249,963 FY Year 2: $249,963 FY Year 3: $249,963 Total: $749,889 Note: Grant funding is not required for teacher substitutes, instructional materials or supplies, equipment, or indirect costs. 27 . 2801 Street, Box 238 San Diego, CA 92102 I (319.458.6588 iilN: 272451575 doom ossrsionce coalition Coordinated Student Support Division California Department of Education 1430 Street, Suite 6408 Sacramento, CA 95814?5901 Ianuary 19, 2018 To Whom It May Concern, On behalf of the Youth Assistance Coalition of San Diego and the Just Call Us Volunteers Organization, this letter conveys the support of San Diego Unified School District?s grant application for the Education for Homeless Children and Youth Program to secure additional grant resources for students and families experiencing homelessness in San Diego. The mission of the Youth Assistance Coalition of San Diego and the Just Call Us Volunteers Organization is to provide 100% volunteer services to children and families experiencing homeless to include: 0 Connecting volunteers and providing healthy food within existing nonprofit programs 0 Serving thousands of meals to San Diego?s homeless population per year 6 Holding cooking classes to teach low income families healthy and frugal cooking techniques 0 Providing recreational activities for homeless youth - Walking the streets of San Diego connecting with homeless youth and families to provide linkages to academic assistance, clothing bedding, referrals for housing, substance abuse, job training and placement, parenting, medical and legal needs. Our organizations partnership with San Diego Unified has resulted in many supports for San Diego?s homeless youth, most recently those include coordinated efforts to conduct ongoing visits to homeless campgrounds around San Diego offering school enrollment services, transportation, and clothing supplies to children and families. i . . . 'x 53.31? 5,10 The goals of proposal and the plan to provide mentoring in academics, linkages for counseling services, and the expansion of parent and community outreach aligns with our vision for supporting our region?s most vulnerable children, youth, and families. Thank you for consideration of the attached application and for the ongoing support. Sin erely, V10 Heathe;r Fitzgerald Executive Director Youth Assistance Coalition ova- as?i lea?g 4438 Ingraham Street San Diego, CA 92109 Phone: 858.581.5880 Fax: 858.581.5889 The??hildren's initiative California Department of Education Coordinated School Health and Safety Office 1439 Street, Suite 6408 Sacramento, CA 95814?5901 January 25, 2018 i To Whom It May Concern: This letter of support is provided to San Diego Unified School District by The Children?s initiative for the 2018-2021 Education and Homeless Youth and Children Program (EHYC). The mission of the Children?s Initiative is to help San Diego County?s low?income chiidren, youth and families thrive and prosper. For more than 20 years, the Children?s initiative has served as an advocate and custodian for effective policies, programs, and services that support the education, health, safety and weii~being of children and families in San Diego County. Our organization has a long history of collaboration with San Diego Unified School District working in service to at?risk children and youth. We currently provide training and technical assistance to the district?s after school program providers, and also work to implement innovative expanded learning opportunities such as Science Link through which after school students experience intellectually stimulating math and science fields trips, scientifically based research projects and 4' guest speakers. Further, as authors of the San Diego County Report Card, we are aware of the need for services to support our region?s growing homeless population, which includes substantial numbers of children and youth, including unaccompanied homeless minors. The Report Card is produced bienniaily, supported through public and private partnerships and funding and includes data on indicators in the areas of health, education, child care, child welfare, juvenile justice, and injury and violence prevention. The district?s plan to provide a combination of supportive services that address the needs of high school who are at risk for dropping out, supportive services for youth impacted by domestic violence and other forms of trauma, and activities to better engage and inform families of homeless students are ones that we feel are well aligned with San Diego?s overall collaborative vision. Thank you for your continued investment in support of homeless children and youth through the EHYC Program, and for your consideration of the attached application. Sandra L. McBrayer Chief Executive Officer SAN DIEGO YOUTH SERVICES may futmes tarot-tick ml: January 20, 2018 California Department of Education, Coordinated School Health and Safety Of?ce 1439 Street, Suite 6408 Sacramento, CA 95814-5901 Dear Ms. Coronel: This letter con?rms the support of San Diego Youth Services (SDYS) for San Diego Uni?ed School District (SDUSD) and its application to the Education for Homeless Children and Youth (EHCY) grant program. In addition to operating San Diego County?s only emergency shelter for runaway and homeless minors, SDYS has more than 15 years? experience in meeting the treatment (substance abuse and mental health counseling) and supportive service needs of high risk youth, including homeless and runaway youth, youth, youth in foster care, youth who have experienced sex traf?cking, suicidal youth, and those who are engaged with the juvenile justice system. SDYS operates ?ve full?service mental health clinics funded by Early Periodic Screening, Diagnosis and Treatment (EPSDT) andfor Mental Health Services Act (MHSA) funds. These clinics offer counseling, case management, and mental health services including individual, group, and family counseling; dual-diagnosis screening; assessment and treatment; crisis intervention; testing; and medication evaluations and oversight. We are the largest provider of community based services to homeless children and youth in San Diego County, working in partnership with schools, law enforcement, and healthcare providers. Our agency is active on multiple coalitions and taskforces at the local and national levels including the Regional Taskforce on the Homeless and The California Coalition for Youth (CCY). Contingent upon grant funding, SDYS anticipates entering into a formal contract with SDUSD to deliver services as part of a comprehensive and coordinated approach to homeless student education that fosters academic success. An annual contract award in the amount of $58,000, combined with leveraged resources and services (value calculated at $3 8,400 annually) will allow us to provide supportive services to up to 150 students a year who are identi?ed by district sta? as in need of group or individual intervention to address barriers to their success and wellbeing. Speci?cally, we anticipate working with area universities to recruit, supervise, train and deploy three master?s level social work or counseling interns who will each provide supportive services to district students. Each intern will commit twenty hours a week for eight months a year to the EHCY Program. These services will consist of: Administrative Of?ces: 3255 Wing Street, San Dime, CA 92110 Ph: (619) 2216681] Fax: {619} 221-8611 Funded in part by charitable contributions from the community, United and County of San Diego l. 12 cycles of social-emotional learning groups using age appropriate, trainna informed, evidence~based curricula such as Incredible Years and Seeking Safety, each group can serve up to 10 students 2. Providing individual or family support to up to 30 students each year in order to address needs relating to experiences of domestic violence or other forms of acute trauma, using models such as Motivational Interviewing, Attaclnnent Narrative Therapy, Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and Positive Youth Development (PYD). In addition, we will: 0 Demonstrate diligence in collecting and tracking data on service provision and adhering to district, grant and evaluator guidelines relating to student con?dentiality, informed consent, and reporting. a Participate in grant coordination and ongoing needs assessment planning meetings. Support the district in the deveIOpment and delivery of professional development training to staff from district schools, community based organization and post- secondary institutions that will build knowledge and skill in working with homeless children and youth. In addition to delivering these grant-funded services, SDYS can provide access to the following services that aim to address gaps in services to homeless children and youth: emergency shelter through Storefront, behavioral health assessment and services through Counseling Cove, and positive youth development and mentorship through the TAY Academy drop-in and housing navigation center. Thank you for this opportunity to work collaboratively to meet the needs of the district?s homeless children and youth. Sincerely, Walter Philips, CEO San Diego Youth Services wpliilips?dsdvouthserviccsorg (619) 221?8600 x1225 Adlinistrative 'D?ices: 3255 Wing Street, San Diego, 9211c Pb: (619) 221-3601} Fax: (619) 221-8611 Funded in part by charitable contributions from the United and County of San Diego San Diego Unified School District Job Description for Homeless Education Coordinator Homeless Education Program Manager, Titie . Reports to Children a Youth in Coordinator . . Transntion Children Youth in Transition Department Student Services Division Classification Certificated Status 1 FTE (full-time) Calendar 11-months Job Summary. The Homeless Education Coordinator (HEC) will devote 100% of his/her time to implementing activities related to the goals of the district?s Education for Homeless Children and Youth program. Under the guidance of the program manager of the Office of Children and Youth in Transition, who is also the district Homeless Liaison, the H50 will provide coordination and direct service in support of the following goals: 1)All homeless students demonstrate academic progress; 2) all parents of homeless children and youth are informed of the educational and related opportunities available to their children and are provided meaningful opportunism to participate in their children?s education; 3) all homeless unaccompanied students enroll in and attend school; 4) unique needs of homeless children and youth are met through collaborative efforts within and beyond the district. Essential functions of the position include: Conduct regular visits to area shelter programs to conduct presentations to staff and parents and to connect parents to available resources and services Establish and implement a protocol through which the Of?ce of Children and Youth in Transition will provide a letter to parents of students who are identi?ed as homeless regarding information of the educational rights of homeless children and the services and resources available through the district?s Education for Homeless Children and Youth program. Establish and implement a protocol through which teachers are noti?ed that they have a homeless child in their classroom, are reminded of the educational rights of these children and the services available to them and encouraged to reach out to the parents to support the involvement of homeless parents in their child?s education. Coordinate meetings of a district Homeless Education Committee comprised of representatives of district departments as well as key community stakeholders within community agencies for the purposes of outreach, ongoing assessment, planning and development of programs and collective impact initiatives. Establish and maintain connections with community led collaborations, funder network and key individuals within the Regional Continuum of Care Coordinate professional development opportunities for staff on Trauma-Informed Care and work with Resource Teachers to sign up teachers/counselors within their highly impacted schoois for the training. Assist the program manager in collecting data related to the goals of the Education for Homeless Children and Youth program. Page 1 of3 33 San Diego Unified School District Job Description for Homeiess Education Coordinator Position Requirements . Any combination of training, experience and/or education equivalent to graduation from a four~year college or university with a degree in education, child development, child behavioral sciences or a related field. Bachelor?s degree is highly desirable. . Minimum one year of recent related experience in an educational or community based setting working with youth- Licenses . Valid California drivers' license and availability of private transportation Knowledoe and Abilities . Experience in parent engagement and community outreach with culturally diverse populations . Excellent interpersonal communication skills and ability to deal with confidential student and family issues . Knowledge of federal and state laws and district policies and procedures relating to education of homeless students, Knowledge of community resources Ability to collaborate with other individuals and groups within district and in community . Training in Trauma Informed Care or willingness to acquire such training 34 San Diego Unified School District Job Description for Resource TeacherICheck 8: Connect Mentor (for Homeless Youth) Resource Teacher/Check Program Manager, Title Reports to Children 8: Youth in Connect Mentor Transition Children Youth in Transition Department Student Services Division Classification Certi?cated Status 1 FTE (full-time) Calendar 11-months Job Summagg. The Resource Teacher/Check Connect Mentor will devote 100% of his/her time to providing drop-out prevention mentorship to middle and high school students identi?ed as homeless and at risk for dropping out. Under the guidance of the program manager, Children and Youth in Transition, who is also the district Homeless Liaison, the will support the following goals of the district's Education for Homeless Children and Youth program: All homeless students demonstrate academic progress and all homeless unaccompanied students enroll in and attend school, The position will be ?lled by a qualified certi?cated teacher or counselor with experience working with youth at risk for dropping out. Essential functions of the position inciude: Provide mentorship to middle and high school students identi?ed as homeless unaccompanied and at risk for dropping out, assess student needs using de?ned methodologies and coordinate the implementation of a variety of student, family, community services, and educational programs in support of education of homeless youth. Work directly and collaboratively with a caseload of up to 30 individual students and their families, school staff, county service agencies, and community service providers to implement comprehensive and inclusive strategies that address school success and completion of high school for students at-risk of dropping out. Assess, monitor, and track levels of engagement of target students using defined methodologies such as ?check and connect" collect, document and compile student data as a tool to assess absences, tardies, suspensions, and grades/credits earned; prepare assessments and reports. Collaborate with school personnel to support district student achievement goals, and discipline and behavior policies to promote student engagement. Act as a liaison between the students, families, community, and school site. Facilitate communication and promote problem?solving both at the individual student level and between home and school. 35 San Diego Unified School District Job Description for Resource TeacherlCheck Connect Mentor (for Homeless Youth) . Contact parents by phone, email and home visits to share information and develop plan to help re-engage students in school . Serve as a positive role model to students. . Work collaboratively with schools and programs to define and outline roles to improve participation, performance, and success for dropout prevention and school completion related activities. . Utilize knowledge and resources related to community and district services and refer studetns to appropriate services/programs as needed. Position Requirements Valid California teaching or counseling certi?cation with minimum three years of successful classroom experience as evidenced by performance evaluations. Minimum three years working with middle andlor high school students at risk for dropping out or facing barriers to academic success Experience with special education and/or academic interventions desirable. Licenses Valid California drivers? license and availability of private transportation Knowledge and Abilities Experience in student engagement and community outreach with culturally diverse populations Excellent interpersonal communication skills and ability to deal with con?dential student and family issues Knowledge of federal and state laws relating to education of homeless students. Knowledge of community resources Ability to collaborate with other individuals and groups within district and in community Training in Trauma Informed Care or willingness to acquire such training 36 phi: ?2 -Ei ?fl-L :?tiua; '1 at: I uwglwi in? MM \mfm' and?; gm m?ri?? mvmy-w- jearmwv wigyy?m?umfp?ww? 5 .4- Homeless Students Enrolled- Undupllcated Con. Academic Year: 2016?2017 View: Snapshot LEA: School Type: Schook San Diego Unified ALL Adams Elementary-6039101 ALBA- User ID: Created Date: Print Date: bay 0n.3768338 8i18i201712:10:00 AM 1i23i20181:11:10 PM School Code School Name Grade Level Total by Grade Temporary Shelters (1.00) Hotels/Motels (135113) TOTAL - Selected Schools ALL 6767 93 25 School Code School Name Total by Grade Grade temporary Shelters (100) Hotels/Motels (M0) 6039101 Adams Elementary TOTAL - School (Unduplicated) ALL 20 NI NI 3731 130 ALBA TOTAL - School (Unduplicated) ALL (DI Fl 60391 19 Alcott Elementary TOTAL - School (Unduplicated) ALL h-I NI OI 6039135 Angler Elementary TOTAL - School (Unduplicated) ALL OOI OI NI 0114520 Arroyo Paseo Charter High TOTAL - School (Unduplicated) ALL 1 1 NI OI This report is con?dential and use is restricted to authorized individuals. The data that appears on this report is filtered by the user selections that appear on the last page of this report. San Diego Uni?ed School District: 2017-2018 Homeless Education Needs Assessment QUESTION SUMMARIES DATA TRENDS INDIVIDUAL RESPONSES Q1 Which ofthe following best describes your current role or af?liation? Answered: 29 Skippedz?i Children and Youth In. Community Organization . Cmmselor, Dropout Prevention .2 Food Services (San Government Agency 2 Parent/Guardian School Administrato. Social Worker Special Student TeachertSan Diego Uni?ed) Transportation {San i Other (please specify) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% ANSWER CHOICES RESPONSES Children and Youth In Transition {San Diego Uni?ed) ?13.79% 4 Community Organization 0.00% 0 Counselor, School or other support staff {San Diego Uni?ed) 44.83% 13 Dropout Prevention (San Diego Uni?ed) 0.00% 0 Food Services (San Diego Uni?ed) 0.00% 0 . .Gov.e.roment..Aeenc.\t 0 Share Link 30 responses Educatlon DIVISION (San Dlego Student 0.00% 0 Teacher (San Diego Uni?ed) 3.45% 1 Transportation (San Diego Uni?ed) 0.00% W0 Other (pleases-pacify) Responses?- 0.00% 0 TOTAL 29 Q2 Please indicate the extent to which you believe each statement to be true. Answered: 30 skipped: 0 All homeless students in All home-lees students in All homeless students in .. Within one day I: of an All homeless - students' In. All homeless students In All preschool aged homeles All homeless - unaccompanie All parents or person actin. Collaborative efforts with. Collaborative efforts with. All [students in San DIegoSTRONGLY DISAGREE AGREE STRONGLY NOT TOTAL WEIGHTED AGREE SURE AVERAGE All homeless 6.67% 13.33% 36.67% 23.33% 20.00% students 3.37 Diego Uni?ed who are enrolled at the time of the state assessment take the state assessment. All homeless 16.67% 66.67% 13.33% 0.00% 3.33% students 2.07 Diego Uni?ed demonstrate .. .. .. .. .. . .. .. . . .. . . .. Share Link 5? 30 responses Share Link school. Within one day ofan attempt to enroll in schooi, homeless students are in attendance. All homeless students in San Diego Uni?ed experience stability in school. All homeless students in San Diego Uni?ed receive specialized services, when eligible, that are comparable to non~homeless students. All preschool aged homeless children enroll in and attend preschool programs. All homeless unaccompanied youth (no parenti'guardian) enroll in and attend school. All parents or person acting as parents of homeless children and youth are informed of the educational and related opportunities available to their children and are provided meaningful opportunities to participate in their children's education. Collaborative efforts within San Diego Uni?ed address the needs of homeless children and youth. Collaborative efforts within San Diego Uni?ed and outside organizations (government, community) address the needs of homeless children and youth. All students in San Diego Uni?ed are prepared For success in Post 13.33% 4 8 26.67% 9 30.00% 13.33% 4 10.00% .3 26.67% 8 23.33% 43.33% l3 30.00% 9 ?3 .1 0 50.00% i5 43.33% 13 13.33% .4. 6+ Share 10.00% 43.33% 0.00% 0 30 10.00% 3 30 10.00% 3 30 56.67% 17 30 9 6.67% 13.33% ?r 30.00% 13.33% OJ C) 3.33% 30 16.67% 2.83 30 responses Q3 Please indicate the extent to which you agree with the following statements about services for homeless children and youth in San Diego Uni?ed School District. Answered: 30 Skipped: 0 School site staff have School staff provide Staff are made aware Schoolsite . staff are aw. School administrate" STRONGLY DISAGREE AGREE STRONGLY DO TOTAL WEIGHTED DISAGREE AGREE NOT AVERAGE KNOW School site staff 20.00% 36.67% 33.33% 3.33% 6.67% have been trained 6 11 10 i ?2 30 2.40 regarding the educational rights of homeless students, as identi?ed in the McKinney~Vento Homeless Assistance Act. School staff 6.67% 10.00% 63.33% 16.87% 3.33% provide a 2 3 19 5? 1 welcoming atmosphere for homeless students and to to C) Staff are made 6.67% 13.33% 56.67% 16.67% 6.67% aware of resources '2 4 1? 5 2 30 available to homeless students. such as clothing, supplies, and transportation to school of origin. School site staff 000% 26.67% 56.67% 10.00% 6.67% are aware how to 0 8 3 2 30 2.97 access district resources and support regarding identi?cation, enrollment, and supports for homeless students. School 3.33% 23.33% 50.00% 13.33% 10.00% administrators are aware of the number of homeless .. .. . .. . .. .. . C: to Share Link 30 responses Share Link Q4 Please describe speci?c ways you believe that San Diego Uni?ed might better serve homeless children, youth, and parents. Answered: 25 Skipped: 5 More education of services for families, staff and students 1/8/2018 2:53 PM Continuing to educate staff at sites about the students and their needs. Having resources available at the schools for the students and families on a full time basis. Better collaboration between the district and outside agencies that can provide food, clothing, and housing. AM This information needs to become a priority for the District, the sites, and the staff. Currently, there are so many other academic pushes that the whole child is not being taken into consideration. This is a problem that is systemic in cannot educate the child until their feeling safe ?rst. All staff should be familiar with the laws, trauma, and transition that our students experiencing homelessness experience each day. 1f8f201810:04AM graduation and post secondary enrollment assistance. 1/812018 9:46 AM 05 What areas do you believe are in need for additional resources and/or technical assistance to improve educational services for homeless students in San Diego Uni?ed. Please indicate the top ?ve (5) areas. Answered: 30 skipped: Tutoring supplemental. Professional Referral services for. Early childhood. Services and assistance t. Before and after school. Education and training for__ Coordination between scho Student services. 6+ Share 30 responses Share Link Emergency Work readiness training and.. Aesistance to support -- 0% 10% 20% 30% 40% 50% 50% 70% 80% 90% 100% assistance, college tours) Total Respondents: 30 Powered by A SurveyMonkey Check out our sample surveys and create your own now! 6+ Share ANSWER CHOICES RESPONSES Tutoring, supplemental services or enriched educational services 53 33% Professional development and otheI activities for educators and student services 36. 67% ii personnel to heighten their understanding and sensitivity to the needs of homeless children and youth Including the speCI?c needs of runaways. Referral services for homeless children and youth for medical, dental mental "andm 60.00% 18 other health services. Early chIldhood education programs not otherWIse provided through federal state, 30.00% 9 or local funding for preschool age homeless children Services and assistance to attract, engage, and retain homeless children and youth 43.33% 13 in public school programs and services that are provided to all non- -homeless children and youth. Before and after school mentoring and summer programs mthat prowde tutoring, 60.00% 18 homework assistance. and supervision of educational activities of homeless children and youth Education and? training for the parentsig uardians of homeless children and youth 46.67% 14 about their rights and available resources Coordination between schools and agencies providing services to homeless children 73.33% 22 and youth Student services (including violence preventIon counseling) and referrals for? 36.67% i] Activities to address the particular needs of homeless children and youth thatm may 33.33% 10 arise from domestic VIolence School supplies ll?lClUdii?lG those supplies to be distributed at shelters temporary 33.33% housing facilities or other appropriate locations Emergency aSSistance needed to enable homeless children and youth to attend 40.00% 12 school Work readiness training andior and job development opportunities 46 67% i4 AsSIstance to support post secondary enrollment (i prep, application 30. 00% 9 SSGN if? 30 responses