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It outlines the legislative foundations of Title I, Part D subparts, McKinney-Vento educational rights, and Title I, Part A requirements, then frames collaboration between state and local staff to improve services. The brief aims to promote coordinated action across programs and provide resources for stakeholders working with system-involved youth.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/voices-from-the-field-program-feature-on-the-intersection-of-title-i-part-d-mckinney-vento-act-and-title-i-part-a-foster-care/585976/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/voices-from-the-field-program-feature-on-the-intersection-of-title-i-part-d-mckinney-vento-act-and-title-i-part-a-foster-care/585976.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What programs does this brief connect when addressing system-involved youth?","Question",{"text":113,"@type":114},"It connects Title I, Part D with the McKinney-Vento Act and Title I, Part A Foster Care to support youth experiencing homelessness, child welfare involvement, and/or juvenile justice contact.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What is the purpose of Title I, Part D according to the brief?",{"text":118,"@type":114},"The brief states the program aims to improve educational services, support successful transitions to further schooling or employment, and prevent at-risk youth from dropping out while providing continued education support for those returning from correctional facilities.",{"name":120,"@type":111,"acceptedAnswer":121},"How does the McKinney-Vento Act support educational rights for students experiencing homelessness?",{"text":122,"@type":114},"It establishes educational rights and protections, requires identification and services for all eligible LEAs, and promotes continuity of education by allowing students to remain in their school of origin; it also requires a McKinney-Vento liaison for each district.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},585976,1792190264,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","July 2024  \nWashington, D.C.  \nVoices From the Field  \nProgram Feature on the Intersection of Title I, Part D; McKinney-Vento Act; and Title I, Part A Foster Care  \nPrepared by the National Evaluation and Technical Assistance Center for the Education of Children and Youth Who are Neglected, Delinquent, or At-Risk (NDTAC)  \n[www.Neglected-Delinquent.ed.gov](www.Neglected-Delinquent.ed.gov)  \nAbout the National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At Risk  \nThe mission of the National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At Risk (NDTAC) is to improve educational programming for youth who are neglected or delinquent. NDTAC’s legislative mandates are to develop a uniform evaluation model for State Educational Agency (SEA) Title I, Part D, Subpart 1 programs; to provide technical assistance to states in order to increase their capacity for data collection and their ability to use those data to improve educational programming for youth who are neglected or delinquent; and to serve as a facilitator among different organizations, agencies, and interest groups that work with youth in neglect or delinquent facilities. For additional information on NDTAC, visit the center’s website at [https://neglected-delinquent.ed.gov](https://neglected-delinquent.ed.gov).  \nSuggested Citation  \nChan, K., & Okogbue, O. (2024). Program Feature on the Intersection of Title l, Part D; McKinneyVento Act; and Title l, Part A Foster Care. Washington, D. C.: National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC).  \nTable of Contents  \nBackground ............................................................................................................................. 4  \nWhat is the research on the educational challenges of students who have contact with child welfare, juvenile justice, and/or homeless response systems? ................................................ 6  \nHow can state and local Title I, Part D, EHCY, and foster care staff collaborate to serve system-involved youth more efficiently and effectively? ..................................................... 10  \nLessons from Montana, North Dakota, and Texas ................................................................ 12  \nConclusion ............................................................................................................................. 16  \nAppendix A. Defining the Population .................................................................................. 17  \nThis brief is designed for various stakeholders that work with youth with multiple system experiences, specifically for Title I, Part D State coordinators, State Agency and local program staff, Education for Homeless Children and Youth (EHCY) State coordinators and liaisons, and Title I, Part A Foster Care State Education Agencies (SEAs) and Local Education Agency (LEA) points of contact. It provides an overview of the intersection between youth experiences of homelessness, child welfare, and juvenile justice involvement and the federal education programs that support them. The goal of this brief is to encourage collaboration across federal programs and provide key resources to support this intersecting population.  \nBackground  \nThe Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At Risk, as authorized by Title I, Part D of the Elementary and Secondary Education Act of 1965 (ESEA), consists of two subparts. The Subpart 1 State Agency (SA) program was first authorized with Public Law 89-750, the Elementary and Secondary Amendments of 1966. The Subpart 2 Local Education Agency (LEA) program was created in its present form with the Improving America’s Schools Act of 1994. The Title I, Part D program statute was most recently amended in 2015 by the Every Studen","cbCaimoDT3Ea5Lzd","https://ap.wps.com/l/cbCaimoDT3Ea5Lzd","pdf",462304,"English","# Background\n## Program context and legislative foundations\n## Title I, Part D goals\n## McKinney-Vento homeless education rights\n## Title I, Part A foster care support\n# What is the research on educational challenges?\n# How can staff collaborate more efficiently and effectively?\n# Lessons from Montana, North Dakota, and Texas\n# Conclusion\n# Appendix A. Defining the Population","[{\"question\":\"What programs does this brief connect when addressing system-involved youth?\",\"answer\":\"It connects Title I, Part D with the McKinney-Vento Act and Title I, Part A Foster Care to support youth experiencing homelessness, child welfare involvement, and/or juvenile justice contact.\"},{\"question\":\"What is the purpose of Title I, Part D according to the brief?\",\"answer\":\"The brief states the program aims to improve educational services, support successful transitions to further schooling or employment, and prevent at-risk youth from dropping out while providing continued education support for those returning from correctional facilities.\"},{\"question\":\"How does the McKinney-Vento Act support educational rights for students experiencing homelessness?\",\"answer\":\"It establishes educational rights and protections, requires identification and services for all eligible LEAs, and promotes continuity of education by allowing students to remain in their school of origin; it also requires a McKinney-Vento liaison for each district.\"}]","Voices From the Field - Program Feature on the Intersection of Title I, Part D; McKinney-Vento Act; and Title I, Part A Foster Care | PDF",1792056501,48]