LEAs as Service Providers and
Collaborators in the Federal
Framework to End Youth
Homelessness: Youth
Intervention Model
NAEHCY Conference
October 27, 2014
• Jasmine Hayes-US Interagency Council on
Homelessness
• Matt Aronson-US Department of Housing and
Urban Development
• Todd Shenk-US Department of Housing and
Urban Development
• John McLaughlin-US Department of Education
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Objectives for today’s session:
• Gain a better understanding of the purpose and
components of the Youth Intervention Model.
• Engage in a dialogue about the roles that SEAs,
LEAs and local homeless liaisons can play in the
implementation of the intervention model.
• Engage in a dialogue about the role schools can
play in assessment and coordination of services
with homeless service providers.
• Shared learning across silos and between
presenters and participants!
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Federal Response to Youth
Homelessness
• United States Interagency Council on
Homelessness is an independent Federal agency,
represented by the heads of 19 Federal
departments and agencies.
• In 2010 USICH issued Opening Doors: The
Federal Strategic Plan on Preventing and
Ending Homelessness
• Opening Doors has established the goal of
ending youth homelessness by 2020
• In 2012 USICH adopted a Framework to End
Youth Homelessness
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Federal Framework to End Youth Homelessness
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Federal Framework to End
Youth Homelessness
Strategy I: Getting to Better Data
 A confident estimate of youth homelessness
 Data coordination, youth Point in Time (PIT) count
strategy, and household survey
Strategy II: Building Capacity for Service Delivery
 A research-informed intervention model
 Review research and apply to intervention strategies
 Increased evidence of effective interventions
 Identify and scale-up evidence-based practices
and increase rigorous evaluation
 Gaps analysis
 Investigate funding and capacity needs of programs
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Why a Youth Intervention
Model?
 Provides a consistent, collaborative approach
to ending youth homelessness
 Shifts the focus from individual programs to
coordinated systems
 Allows for flexibility to local context and
circumstances
 Shifts the focus from outputs to outcomes
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Well being
Stable
Housing
Core
Outcomes
Education/
Employment
Permanent
Connections
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Well being
Stable
Housing
Core Outcomes
Education/
Employment
Permanent
Connections
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Unaccompanied Youth Intervention Model
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Unaccompanied Youth Intervention Model
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Coordinated Assessment &
Entry
• Coordinated assessment is coming to your
community soon through local Continuums of
Care.
• Community systems identify and provide
individuals with the housing interventions most
appropriate to their needs.
• Role of education system in development and
implementation of coordinated assessment.
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Unaccompanied Youth Intervention Model
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R&P Factors: Screen, Assess, Target
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“Trauma, meet Empowerment.”
Traumainformed
Positive
Youth
Development
Recognizes &
targets:
Traumatic stress
Assets & strengths
Increases system
awareness of:
Impacts of trauma
Youths’ ability to
contribute
Screens & assess for:
Trauma exposure &
symptoms
Developmental
assets & well-being
Evidence-based
interventions are:
Therapeutically
oriented
Skills- &
competenciesoriented
Strengthens:
Protective factors
Promotive factors
Promotes
HEALING
THRIVING
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Vulnerable Subpopulations of Youth
Youth in Foster
Care LGBTQ
Youth
Juvenile Justice
Youth
Pregnant/
Parenting
Youth
Victims of Sex
Trafficking
Implications for Culturally-Appropriate,
Effective Interventions
 Higher levels of risk and trauma on average
 Evidence-based interventions are available
to:
 Treat substance abuse and mental health issues
 Promote healing and recovery from trauma
 Build key skills and capacities in youth
 Increase the capacity of service providers
to:
 Accurately identify service needs
 Match those needs to appropriate interventions
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Key Discussion Questions
1.
Where are the natural intersections of schools with this
model?
2. What specific challenges or barriers would you encounter
in applying the model at the youth level in your daily
work? At the systems level?
3. What Federal guidance, technical assistance, tools, or
policy messages would support implementation of the
model?
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Discussion #1
Where are the natural
intersections of schools with
this model?
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Discussion #2
What specific challenges or
barriers would you encounter
in applying the model at the
youth level in your daily work?
At the systems level in your
community?
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Discussion #3
What Federal guidance,
technical assistance, tools, or
policy messages would
support implementation of the
model?
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Contact Info
Jasmine.hayes@usich.gov
Matthew.k.aronson@hud.gov
Todd.m.shenk@hud.gov
John.mclaughlin@ed.gov
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Thank you!
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