2.4 Lead Agency Outreach to Families Experiencing Homelessness, Families with Limited English Proficiency, and Persons with Disabilities

The Lead Agency must conduct outreach and provide services to families with limited English proficiency, families experiencing homelessness, and persons with disabilities. 2.4.1 Families with limited English proficiency and persons with disabilities: outreach and services a. Check the strategies the Lead Agency or partners utilize to conduct outreach and provide services to eligible families with limited English proficiency. Check all that apply. i. [x] Application in languages other than English (application and related documents, brochures, provider notices). ii. [x] Informational materials in languages other than English. iii. [x] Website in languages other than English. iv. [x] Lead Agency accepts applications at local community-based locations. v. [x] Bilingual caseworkers or translators available. vi. [ ] Bilingual outreach workers. vii. [ ] Partnerships with community-based organizations. viii. [ ] Collaboration with Head Start, Early Head Start, or Migrant and Seasonal Head Start. ix. [ ] Home visiting programs. x. [ ] Other. Describe: b. Check the strategies the Lead Agency or partners utilize to conduct outreach and provide services to eligible families with a person(s) with a disability. Check all that apply. i. [ ] Applications and public informational materials available in braille and other communication formats for access by individuals with disabilities. ii. [x] Websites that are accessible (e.g., Section 508 of the Rehabilitation Act). iii. [ ] Caseworkers with specialized training/experience in working with individuals with disabilities. iv. [ ] Ensuring accessibility of environments and activities for all children. v. [x] Partnerships with State and local programs and associations focused on disability- related topics and issues. vi. [x] Partnerships with parent associations, support groups, and parent-to-parent support groups, including the Individuals with Disabilities Education Act (IDEA) federally funded Parent Training and Information Centers. vii. [x] Partnerships with State and local IDEA Part B, Section 619 and Part C providers and agencies. viii. [x] Availability and/or access to specialized services (e.g., mental health, behavioral specialists, therapists) to address the needs of all children. ix. [ ] Other. Describe: 2.4.2 Families experiencing homelessness: Outreach and technical assistance efforts a. Check, where applicable, the procedures used to conduct outreach for children experiencing homelessness and their families. i. [x] Lead Agency accepts applications at local community-based locations. ii. [x] Partnerships with community-based organizations. iii. [x] Partnering with homeless service providers, McKinney-Vento liaisons, and others who work with families experiencing homelessness to provide referrals to child care. iv. [ ] Other. Describe: b. The Lead Agency must provide training and technical assistance (TA) to providers and appropriate Lead Agency (or designated entity) staff on identifying and serving children and families experiencing homelessness. i. Describe the Lead Agency’s training and TA efforts for providers in identifying and serving children and their families experiencing homelessness. South Dakota has adopted the McKinney-Vento definition of homelessness which includes children and their families who lack fixed, regular, and adequate nighttime residence. Information on identifying and serving homeless children and families is embedded into a number of state and regional training opportunities through the South Dakota Early Childhood Enrichment (ECE) system. The decision to embed the information in this way rather than develop a stand-alone course was made based on how the system could impact the greatest number of providers with this content. In each class, the information presented is relevant to the class topic, for example, in a class regarding child development, information is included on the effects that experiencing homelessness can have on a child's development and how children may respond to their experiences. Resources such as the 211 Helpline, the State Coordinated Entry System (CES) which connects the homeless or those at risk of becoming homeless with available resources, and other state and national resources are shared as a way for providers to support families. State curriculums such as the Infant and Toddler Care Entry Level Series, Family Child Care Entry Level Series, and the SD Child Development Associate (CDA) Training Program have all formally integrated this information. To facilitate the ongoing integration of this information, CCS developed and annually reviews a list of key resources and talking points for the ECE agencies to use in embedding information into existing training. Technical assistance is also provided to child care providers to share resources for families experiencing homelessness upon request. Child Care Assistance caseworkers also provide resources to families who apply for assistance that identify themselves as homeless. ii. Describe the Lead Agency’s training and TA efforts for Lead Agency (or designated entity) staff in identifying and serving children and their families experiencing homelessness. Child Care Services (CCS) and Office of Licensing and Accreditation (OLA) prioritize training and support for staff working with children and families experiencing homelessness by having them complete the Supporting Children and Families Experiencing Homelessness series available online, on-demand through the Early Childhood Learning and Knowledge Center (ECKLC). The series references both Head Start Performance Standards and CCDF requirements. In addition, links to local resources are available on the DSS website can be invaluable in providing comprehensive care and support. For new staff onboarding, it's important to ensure that they have access to these resources and that they understand the implications of the Head Start Performance Standards and CCDF requirements in relation to serving homeless families. Supervisors can play a crucial role in facilitating this process by following up with staff after they've completed the training. These follow-up sessions can provide an opportunity for staff to ask questions, clarify any uncertainties, and discuss how they can apply their learning to their specific roles within child care programs. Additionally, supervisors can use these follow-up sessions to reinforce the importance of certain policies or procedures, such as waivers for immunizations, and provide guidance on how staff can effectively support families in accessing resources like the 211 Helpline or the Housing for the Homeless Coordinated Entry System. Ongoing training and support are essential for ensuring that staff are well-equipped to provide high-quality care and support to children and families experiencing homelessness. By incorporating resources like the ECLKC series and local community resources into your training and follow-up processes, CCS and OLA will ensure that staff have the knowledge and tools they need to make a meaningful difference in the lives of the families they serve.